U) jh 



BULLETIN 

OF THE 
WHOLE NOT' 8 9 



Educational Series DECEMBER, 1917 Volume 2. No. 1 



A HIGH SCHOOL MANUAL 

(second edition) 
Standards and general recommendations 

FOR THE 

Accrediting of High schools 

BY THE 

University of New Mexico 



edited by 
LYNN BOAL MITCHELL 

Dean of the university and chairman of the 
Committee on admission 



ALBUQUERQUE, NEW MEXICO 



published quarterly by the UNIVERSITY OF NEW MEXICO 

ENTERED MAY 1. 1906, AT ALBUQUERQUE, N. M. AS SECOND CLASS MATTER 

UNDER ACT OF CONGRESS OF JULY 18, 1894 



BULLETIN 

OF THE 

•Hntorfittg nf New ifextrn 

WHOLE NO. 89 



Educational Series DECEMBER, 1917 



A HIGH SCHOOL MANUAL 

(second edition) 
Standards and General Recommendations 

FOR THE 

Accrediting of High Schools 

by the 

University of New Mexico 



edited by 

LYNN BOAL MITCHELL 

Dean of the University and Chairman of the 
Committee on admission 



ALBUQUERQUE. NEW MEXICO 



published quarterly by the UNIVERSITY OF NEW MEXICO 

ENTERED MAY I, 1906. AT ALBUQUERQUE, N. M. AS SECOND CLASS MATTER 

UNDER ACT OF CONGRESS OF JULY 18, 1894 



. 



P. Of D.- 
FEB 22 1 118 



The writing of this bulletin has been largely the labor of 
compilation and editing of material submitted from vari- 
ous sources. The compiler and editor hereby acknowledges 
his indebtedness to his colleagues of the Faculties of the 
University and of the State College, to Mr. P. E. Leaven- 
worth of the Albuquerque High School, to the deans and of- 
ficers of a number of American universities and colleges, 
and to the authors of the Bulletin of the University of Illi- 
nois, Volume XII, No. 43. 

LYNN B. MITCHELL. 

Albuquerque, N. M. 
June, 1916. 

Preface to Second Edition. 
The present edition represents the revision of certain sec- 
tions, the introduction of some new material, and the reten- 
tion of some portions as they appeared in the first edition. 

LYNN B. MITCHELL. 
Albuquerque, N. M. 
January, 1918. 



Jntrodurtum 

Not so very long ago the institutions of higher learning 
assumed towards the high school an attitude of dictatorial 
tyranny. It was assumed that no high school could offer 
any course that would not primarily and directly meet the 
entrance requirements of the colleges. Lately, however, 
it has been realized that great harm has been done to the 
cause of education by this attitude. In the first place, the 
majority of high school graduates do not attend college 
and it is admitted by college authorities now that the high 
school curriculum should be arranged to meet primarily 
the needs of this majority. The great State universities of 
the Middle West have been the leaders in accepting for 
entrance a diminished amount of Latin and Greek, history, 
etc., and in enlarging the list of studies that may be offered 
for entrance. The studies prescribed for entrance to the 
Colleges of Letters and Science, leading to the degree of 
Bachelor of Arts, are now reduced to a minimum and are 
looked upon as being those subjects that any high school 
officer would regard as being the necessary foundation of 
any high school course. 

The University of New Mexico, following the lead of 
other institutions, rarely now gives any entrance examina- 
tions to candidates, but examines rather the high schools 
from which the candidates present themselves. The basis 
of granting to the high schools the privilege of allowing 
their graduates to enter the University without examina- 
tion has been visitation and inspection. While looking for- 
ward to having a special officer (High School Visitor) for 
this purpose in the near future, the University has been 
accrediting high schools by means of visitation and inspec- 
tion by the President and other members of its Faculty. 

The purpose of establishing the accredited relations be- 
tween high schools and the University has been to aid the 
high schools, in a constructive way, as well as to benefit the 
University. The University also seeks to co-operate with 
school authorities to effect higher standards of high schools 



6 Bulletin University of New Mexico 



[Ed. Series 



in villages and small towns which are able to maintain only 
from one to three years of high school work. 

This manual is for the use of superintendents, principals, 
teachers, and school boards. It gives information in regard 
to entrance requirements, standards required for accredit- 
ing and suggests the material equipment of high schools. 
The University has compiled this manual in the hope that 
it may prove to be mutually beneficial to both University 
and high school and may lead to a greater degree of co-op- 
eration to meet the ends of education. 



olijp Arrrrdtttng of ijujlj Spools 

High schools or academies are inspected for the purpose 
of establishing the accredited relation on application from 
the principal or superintendent. Upon receipt of such ap- 
plication blanks will be sent to the applicant for a full 
and complete report on the conditions existing in the high 
school or academy. If it appears from this report that the 
school is probably worthy of a place on the accredited list 
an inspection will follow as soon as possible. 

The general conditions looked for in the preliminary re- 
port from a. school are : 

1. Is the length of the school year at least 36 weeks of 
actual school work? 

2. Is the district financially able to sustain a school at 
such standards as to insure reasonable efficiency? 

3. Are there three or more teachers devoting full time 
to high school work? 

4. Does the preparation of the teachers represent study 
beyond the high school? 

5. Do any of the teachers have more than six periods a 
day of recitation or laboratory work? 

6. Are the recitation periods at least 40 minutes in 
length? 

7. Are consecutive double periods provided for all un- 
prepared work, such as laboratory, drawing, and shop? 

8. Is the material equipment of the school adequate for 
the work which it undertakes? 

9. Are textbooks well chosen? 

The University reserves the right to accredit a school 
partially and to reconsider or modify the accrediting at 
any time in case of deterioration of work. 

The University will accredit work done in one, two and 
three year high schools in proportion to the amount of 
work done in a creditable manner. Some of the standards 
for such schools are : 

1. The length of the school year should be 36 weeks of 
actual school work.- 

2. Recitation periods should be 40 minutes in length, 



8 Bulletin University of New Mexico [Ed Series 

with double consecutive periods for laboratory, shop, or 
drawing. 

3. The material equipment must be adequate for the 
courses offered. 

4. The teachers should have at least two years of train- 
ing bepond the course of a standard four year high school. 

5. For a three year school the full teaching time of at 
least two teachers should be required. 

6. For a two year school the full teaching time of one 
teacher and at least one-half of the full time of another 
teacher should be required. 

7. Where the ninth grade only is offered, at least one- 
half of the full time of one teacher should be given to this 
grade. 

Each student coming to the University from a wholly or 
partially accredited high school should write to the Reg- 
istrar of the University for the proper blank on which the 
principal is requested to make a transcript of the can- 
didate's record. Until such a transcript is presented or 
entrance examinations are passed, no person can become a 
student in good standing at the University. The applicant 
lor admission will find a blank certificate in each catalog 
after 1917. 



®ljp ijujij ^rljool (Enrrlrulum 

Frequently the University receives a request that it sug- 
gest a model "course of study" for a given high school. 
This is extremely difficult to do without full information 
on all the facilities and conditions existing at this school. 
And there is the danger that such a "model course" may 
tend to become a fixed type and impede readjustments 
sources of weakness in curricula may, however, be pointed 
out. The practice so common among smaller high schools 
of radically changing the course of studies from year to 
year is to be deplored. This is one of the causes of irreg- 
ularity and inefficiency in this type of schools, and school 
authorities would do well to avoid such frequent and often 
unnecessary changes. 

Another source of weakness is found in the effort to make 
the course of studies include too much for the teaching force 
of the school. In order to extend the curriculum recourse 
is frequently had to some plan of alternation by which 
two high school grades are thrown together on the same 
subject. This is a practice which can safely be indulged in 
only to a limited extent in high school work. As previously 
stated the University requires the full time of three teach- 
ers as a minimum for accrediting a four year high school. 
In a straight four year program, with four subjects a year 
for each pupil, there will not be room for many more than 
sixteen courses where the teaching force consists of only 
three persons without placing upon their shoulders too 
heavy a load of teaching. 

In some of the high schools which have a fair-sized teach- 
ing force it is to be regretted that the pupils are permitted 
to carry too heavy a schedule. Nothing is gained by the 
pupil who succeeds in earning 18 or 19 units in the space 
of four years. Such a pupil must necessarily sacrifice qual- 
ity of work for quantity. And it has been observed that 
the graduates of a high school in this State who present 
for entrance to the- University on the average over 17 units 
of work do not make as satisfactory a record in the Univer- 



10 Bulletin University of New Mexico [Ed Sorie * 

sity on the average as the graduates of another high school 
who rarely present more than the required 15 units for 
admission. These two high schools are of about the same 
size and there is no choice to be made between them on the 
basis of physical plant, equipment and teaching force. 

Care should be exercised in planning a program of 
studies that over-emphasis should not be given to any one 
group of studies to the neglect of others. For example, a 
program of studies that would contain four years of history 
and no science at all cannot be considered a well balanced 
one. 

School authorities, in introducing new courses, such as 
commercial or manual training, home economics, or agri- 
culture, should consider carefully their ability to provide 
adequate equipment for laboratory or shop and for a ref- 
erence library as well as the difficulty of providing com- 
petent teachers. Courses which are in the experimental 
stage, such as general science, should be left to the stronger 
schools which can afford the experiment until some definite 
standards have been agreed upon as to what the aim and 
content of the course should be and its proper place in the 
four years' program. 



ulljp Sjtglj i>rl|ool (Currtmlum in 3ts 
Elation tn Qlnlb^f iEntranre 

(Revised from an address given by Professor L. B. 
Mitchell, Chairman of the Committee on Admission to the 
University, before the High School and College Section of 
the New Mexico Educational Association, November, 1915. ) 

The history of the American college curriculum begins 
with the Latin, Greek, Mathematics, and Moral Philosophy 
of the Harvard college course of 1030 and so long as there 
was a quasi-aristocracy of higher education for those who 
entered the three great professions of theology, law, and 
medicine, the curriculum was essentially confined to these 
subjects. And for a long time the curriculum of the high 
school was confined to these same subjects — the so-called 
''humanities.'' But a new era has lately begun and we now 
see people going to college for a preparation for every walk 
of life. There is a strong demand for the obviously prac- 
tical studies, until we have the twentieth century agricul- 
tural college offering its valuable array of courses in weeds, 
horse-shoeing, spraying of trees, rations of hogs, fancy 
cooking for man and beast, and business correspondence. 
The dominant tendency in the development of American 
colleges and high schools is towards the so-called practical. 
Some, thinking it an easy matter to distinguish between the 
practical and the unpractical, have included in the former 
all professional and technical branches and have assigned 
to Limbo the old humanities as being unpractical and 
wholly ornamental. There is no such thing as a purely 
practical subject and no such thing as a purely cultural 
subject. Any subject may be partially cultural — dressmak- 
ing, for example, and sign-painting, and blacksmithing. 
Under certain conditions, for certain persons, such studies 
would be chiefly cultural. Any study, on the other hand, 
may be practical, as Latin is for one who teaches it or needs 
it as a basis for medicine or law. Perhaps we can say that 
all subjects are either immediately practical or ultimately 
practical. The cry for the practical subjects has extended 



12 Bulletin University of Neiv Mexico [Ed Series 

from the colleges to the high schools, and there is a ten- 
dency in some quarters to emphasize the immediately prac- 
tical and to sacrifice the ultimately practical. One should 
constantly be on his guard not to give up the goal of edu- 
cating the student and to avoid substituting for this a mere 
apprenticeship to some trade. 

State universities are generally requiring 15 units for 
entrance, a unit being a subject pursued through at least 
36 weeks with four or five recitations a week or the equiv- 
alent in laboratory or practice work. 

Of the 15 units required for entrance to the College of 
Arts, Philosophy, and Science (the B. A. course), 9 are 
prescribed and the remainder are elective. The prescribed 
units are: 

English, 3 units. 

History, 1 unit. 

Foreign language, 2 units in one language. 

Algebra, 1 unit. 

Plane Geometry, 1 unit. 

Laboratory science, 1 unit. 

What right have the universities and colleges to require 
that the high schools shall include these subjects in the 
work completed by each graduate who goes to college? In 
the first place, in answer to this question so naturally 
raised, we ask what subjects can be substituted in their 
stead that would have a more ultimately practical value for 
every student. Shall we cut down the amount of English re- 
quired for graduation from the high school? In view of the 
deplorably weak command of the native language of the 
majority of our citizens, we should be unwilling to grad- 
uate students with less Eiglish. The ability to express one's 
ideas clearly, vigorously, and concisely is so important that 
no sacrifice can be tolerated here. In fact, the colleges re- 
quire their students to take one or two more years in Eng- 
lish, at least one of them in composition and rhetoric. 

Time is not available to offer any defence for the inclu- 
sion of the other subjects of the prescribed list, except to 
state that two years are not more than are needed to give 
a working knowledge of any foreign language. The foreign 
language and the mathematics have a well-earned place in 
the prescribed list because they are the two subjects par 
excellence of value in developing the power to think ac- 



vol. 2, no. i, 1917] Mitchell 13 

curately. The foreign language gives a better insight into 
the understanding of one's native language. The algebra 
and geometry are indispensable as a foundation for all tech- 
nical courses. Nobody, I believe, would be in favor of abol- 
ishing the requirement of one year's work in history. The 
requirement is meagre enough as it stands now. As for the 
laboratory science, it is essential that this great and im- 
portant branch of knowledge be included so that the stu- 
dent may be taught the rudiments of the scientific method 
of investigation and the ability to draw the logical and in- 
inevitable conclusions from a given set of phenomena, 
whether he ever uses the subject matter he has learned in 
the course or not. 

We can hardly neglect any of the branches of knowledge 
contained in the prescribed list. Taken together, they rep- 
resent the different phases of information and they are all 
either immediately or ultimately practical. 

While Ave were listening vast year to an able man from 
the University of Illinois, Dr. Lotus E. Coffman, another 
professor in the same department, Dr. Bagley, was lectur- 
ing before the Illinois Conference of High School Teachers. 
In speaking about the prescribed list, he justified a certain 
measure of uniformity in courses through the grades and 
the high schools by the following arguments : 

"First," he says, "there is the mere economy or expedi- 
ency of administering a single curriculum, as compared 
with administering differentiated curricula. Secondly, the 
justification of a certain measure of uniformity furnishes 
one rather definite standard for selecting common elements. 
Thirdly, this uniformity can be insured without interfering 
unduly with desirable differentiation. Fourthly, common 
elements in the curriculum are not only justified but they 
are demanded by social needs and particularly by the needs 
of a democracy. If democracy depends upon any one fac- 
tor, it depends upon social solidarity; it depends upon a 
certain community of ideas, standards, and aspirations 
among all members of the democratic society. Democracy 
involves the collective consideration of common problems. 
There must be a basis for common discussion. The leaders 
must be able to make their appeal to the people in terms 
that will be understood, and if this appeal is to rise above 



14 Bulletin University of New Mexico [Ed Series 

the level of instinct or primitive interest or class prejudice 
there must be among the people a common knowledge. 

"This general principle may, I think, be embodied in 
two statements, the first of which, at least, is so axiomatic 
as to claim the title of a law. It may be formulated as 
follows : 

"The efficiency of a democracy is directly dependent upon 
the number of ideas that are common to all the members of 
the democratic group. 

"The second is : 

"The level upon which a democratic society does its col- 
lective thinking is dependent upon the level to which for- 
mal education has raised the great majority ol its mem- 
bers, or, to put it in another way, a high plane of common 
ideas is essential to collective thinking on a high plane.'' 

Dr. Bagley's whole address is illuminating and helpful 
but time moves on and enough has been said, I think, to 
justify the requirement of the universities that the high 
school course shall furnish a certain degree of uniformity in 
those subjects which afford the basis of general information 
and the foundation of the professions and arts. 

It is always necessary to bear in mind that 80% of the 
high school graduates do not go to college and the high 
school curriculum should primarily be designed to meet 
the needs of its pupils. While a student will not get very 
far along in some subjects, such as economics, chemistry, 
and trigonometry, and will have to repeat them in most 
cases in college, still, if he does not go to college a little 
knowledge of these things is better than no knowledge at 
all. Those students who expect to attend college should be 
advised to avoid in their high school course such subjects as 
trigonometry, chemistry, economics, education, and psy- 
chology. 

An observation on the personnel of the teaching force 
emerges at this point. It is highly desirable to have in the 
high school teaching corps some college trained persons 
who are competent to give intelligent advice to their pupils 
as to what courses are best for them to elect, whether they 
expect to continue their studies in college or not, 

There has been a demand in some quarters that agricul- 
ture and home economics be accepted by the University as 
meeting the requirement of one unit in a laboratory sci- 



vol. 2> no. i, 1918] Mitchell 15 

ence for entrance. It is not believed by the University of 
Kew Mexico, as well as by all other state universities, with 
the possible exception of Illinois and Ohio, that these sub- 
jects as now taught deserve to be regarded as on a par with 
the laboratory sciences enumerated in group 5A under list 
A. However, if at any time a course is brought to the no- 
tice of the University Faculty in which the laboratory 
method is pursued and the real scientific character of the 
course is demonstrated, the University is willing to accept 
such work as a laboratory science. As usually taught, 
courses in sewing, in which cloth is cut and garments made, 
and courses in cooking, in which students follow recipes 
handed them by their instructors, are not the equivalent of 
such laboratory courses as biology or physics. A course in 
agriculture, too, where the so-called laboratory part of the 
course consists of bugging a row of potatoes or hoeing a 
and home economics should not have a place in the high 
row of corn, can hardly be recognized as a laboratory sci- 
ence. A laboratory science is much more than simply 
spending two or more consecutive recitation periods in 
some practice work. Scientific agriculture, especially real 
work in soils, presupposes a knowledge of chemistry, at 
least, if not other sciences, and whether such a course as 
one in soils can be effectively given in high schools is to be 
doubted and if it is given without a previous knowledge of 
some other science it will sink to the level of a textbook 
and recitation course and cannot be regarded as a labora- 
tory science. A science 1 taught from a textbook and with- 
out laboratory periods for observation of phenomena and 
the careful recording of conclusions is not a laboratory 
science. 

We do not intend to give the impression that agriculture 
school program of studies. But both of these subjects are 
yet in the experimental stage and are not standardized as 
are courses in physics, chemistry, or biology. Dr. Humbert, 
Dean of Agriculture at the State College, thinks that at 
present no course can be outlined for the high schools of 
this State. Conditions here are different from those obtain- 
ing in other States. We should wait a while, he thinks, un- 
til it is seen from further experience just what courses are 
feasible in this State. It is probable that in a few years it 
will be seen just what courses are practicable. The work to 



10 Bulletin University of New Mexico [Ed Series 

be undertaken will probably lie in the fields of soils, crops, 
animal husbandry, irrigation, and dry farming-. 

In home economics it is possible to arrange a course in 
foods that can be accepted as a laboratory course. Such a 
course would involve a careful study of the principles un- 
derlying the preparation, the digestion, and assimilation 
of food, the changes produced in food by heat and cold, 
and the taking of notes on the observation of the operation 
of laws and the drawing of conclusions from the phenom- 
ena observed. If this is done, such a course may rise to the 
rank of the other laboratory sciences. But sewing, al- 
though a portion of the course is called, but falsely called, 
laboratory work, it not a science at all, but an industrial 
art, and may be offered towards entrance to the University 
only as an elective. 

Music has lately been placed in the list of subjects that 
may receive credit towards entrance to the University. 
While the ancient Greeks and Romans followed a three-fold 
curriculum, in which the physical, intellectual, and aes- 
thetic elements in man's nature were developed, the Middle 
Ages seem to have placed a taboo on the physical and aes- 
thetic and aimed solely to develop the intellectual powers. 
Fortunately, in these later days the importance of phys- 
ical wellbeing is again being appreciated and we are well 
along on the road towards recognizing that in order to 
have a mens sana we must have a son ion corpus as its re- 
ceptacle. But the aesthetic side of man's nature is still de- 
plorably neglected, being represented in high school only 
by music, drawing, and such study of design as enters into 
household decoration, and sewing, while the colleges have 
but lately given recognition to the educational value of mu- 
sic. Since the B. A. course is regarded as being primarily 
cultural and imparting the ars bene rircudi, courses in 
music, drawing, fine arts, and others having distinct aes- 
thetic values should be accepted to considerable degree for 
the B. A. degree. The University has for some time allowed 
credit for drawing and now, wishing to give some recogni- 
tion to music, has voted to accept towards entrance a max- 
imum of two units in music, that is to say, a maximum of 
one unit in theory and history of music and a maximum of 
one unit in voice or instrument, Inasmuch as no standards 
have yet been set for high school courses in voice and or- 



vol. 2, no. i, 1917] Mitchell 17 

chestral instruments, it will be necessary for the candidate 
who offers training in voice or some instrument towards 
entrance to pass an examination in order to obtain credit. 
He will be required to render with proper expression and 
technique a piece of such grade or difficulty as has been es- 
tablished by the Department and to perform at sight an- 
other piece of less difficulty. The requirements arc fully 
explained in the catalog of the University. 



(Hijp iEqmpmmt of HahoratortPB 

Primarily this problem should be considered in the plans 
for building' a high school as it frequently happens that 
architects, having little knowledge of such matters, if left 
alone, will place the laboratories where they will best lit 
into their own plans, instead of considering the require- 
ments for light, space, etc. When plans are being pre- 
pared, the following considerations may well be kept in 
mind: 

1. Proper lighting. Rooms in which microscopes are to 
be used should have an abundance of north light. North 
light, or better yet, overhead light, should be provided for 
rooms used for drawing and art work. On the other Viand, 
the quarters for biology should have direct sunlight in 
Those looms where life forms are to be preserved. 

2. Suitable cases for taking care of apparatus should 
be built in. 

3. Good substantial tables for experimental work will 
be needed and the physics laboratory should have a solid 
table of masonry or concrete. 

4. Good ventilation should be aimed at in all cases and 
in the chemistry laboratory hoods to carry gases and fumes 
into the outer air are a prime necessity. 

5. If possible some room should be provided for the use 
of a stereopticon. It is often possible to prepare one lecture 
room so that it can serve the needs of a lecture and demon- 
stration room for the sciences. This room should have a 
lecturer's desk provided with a sink, gas, and water. Dark 
curtains at the windows can be provided so that the room 
can quickly be darkened for the use of the lantern. The 
greatest use can not be derived from a lantern unless it is 
possible to darken a room in a few moments for a few pic- 
tures, whenever desired, and again to have light as soon as 
the pictures are finished. 

6. A convenient water supply with sufficient lavatories 
and sinks. 

7. A gas ] slant is needed for chemistry and is almost in- 
dispensable for home economics. 



vol. 2. no. i. 1917] Mitchell 19 

School authorities should boar in mind, when they con- 
template the addition of a new laboratory course, that ad- 
equate equipment should be provided as well as competent 
instruction. Where limited means are at hand it is far- 
better to provide first class equipment both in quantity and 
quality for one science than to divide the available funds 
between two laboratories and thus be unable to do justice 
to either. There are many articles of equipment that find 
use in more than one course so that when once complete 
equipment is on hand for one course it will be found that 
it is possible to purchase equipment for a second course for 
considerable less expense. 

Suggestive lists of equipment for different subjects are 
to be found in connection with the description of courses. 
It is often suggested where such equipment may be ob- 
tained. The following sources of supply are, therefore', sup- 
plementary : 

Biology. 

A. A. Spiling, North Judson, Ind. Live or preserved frogs, crawfish, 
turtles, etc. 

H. M. Stephens, Dickinson College, Carlisle, Pa. Zoological and botan- 
ical materials for class use. 

C. S. Brimley, Raleigh, N. C. Reptiles, amphibians, and fishes, living 
or preserved. 

Biological Supply Co., 106 Edgerton St., Rochester, N. Y. Plant and 
animal materials for laboratory slides. 

Marine Biological Laboratory, Woods Hole, Mass. Preserved mate- 
rials for botany, zoology and embryology. 

St. Louis Biological Laboratory, St. Louis, Mo. Microscopic and lan- 
tern slides. 

Apparatus and Supplies. 
*C. H. Stoelting Co., 121 N. Green St.. Chicago. 
'Central Scientific Co., 412 Orleans St., Chicago. 
*A. H. Thomas Co., Philadelphia. 
*Denver Fire Clay Co., Denver. 
*Braun Corporation, Los Angeles. 

Chicago Apparatus Co., 40-42 W. Quincy St., Chicago. 
*Wm. Gaertner Co., 5347-9 Lake St., Chicago. 
*Henry Heil & Co., 212-214 S. Fourth St., St. Louis, Mo. 
*Eimer & Amend, 205-211 Third Ave., New York. 

L. E. Knott Apparatus Co., Harcourt St., Boston (laboratory furniture). 
*E. H. Sargent & Co., 143-145 Lake St., Chicago. 
*Bausch & Lomb Optical Co., Rochester, N. Y., and San Francisco. 
Mcintosh Stereoptieon Co., 35-37 Randolph St., Chicago. 
Kewanee Mfg. Co., Kewanee, Wis. (laboratory furniture). 
Leonard Peterson & Co., 1240 Fullerton Ave., Chicago (laboratory 
furniture). 

*The starred firms furnish chemicals as well as ecpiipment. 



20 Bulletin University of Hew Mexico [Ed. series 

Shop Work and Mechanical Drawing Supplies. 

Simmons Hardware Co., St. Louis Mo. 

Orr & Lockett Hardware Co., 71-73 Eandolph St., Chicago. 

Hammacher, Schlemmer & Co., 4th Ave. and 33th St., New York City. 
E. Dietzgen & Co., Chicago. 

Weber & Co., St. Louis, Mo. 

A. S. Aloe Co., St. Louis, Mo. 

The local hardware dealer can furnish much of the equipment needed 
for shop work and generally supplies for drawing can be obtained through 
the local bookstore. 



(Hit? Ijujglj ^rijonl Erfrrtfttr? ffitbrarg 

In the larger schools it will be well to have a library 
room with suitable book-stacks, tables, etc. In the smaller 
schools a corner, or side, or rear of the study room may be 
utilized for library purposes. This plan works very well 
even in moderately large schools. 

For the work of the high school two classes of reference 
are needed : First are the general reference works, such as 
dictionaries, encyclopedias, atlases, and statistical com- 
pendiums. Then come the special reference works for the 
different departments of high school work, selected in or- 
der to give opportunity for rather extensive collateral read- 
ing on important and controverted topics of the textbooks. 
Each department of the high school should be represented 
in this collection. These books should be kept together in 
the library or study room rather than in the recitation or 
laboratory rooms of the several departments as there are 
frequently cross references from one department to the lit- 
erature of another. 

Scattered along through this Manual there are suggestive 
lists of reference books following the description of courses 
under the several departments. These lists are of varying 
length. Apparently some of our Faculty have furnished 
what they thought to be an irreducible minimum of ref- 
erence books and others have furnished a larger list. It 
was intended that the lists be made up in such a way that 
the books would be suggested in the order of their import- 
ance but this scheme could not in all cases be followed out. 
It is urged that the importance of a reference library be 
kept in mind. Collateral reading is of prime importance 
and it is hoped that when a sentiment exists in favor of in- 
troducing additional courses it will be kept in mind that 
adequate provision for reference books and physical equip- 
ment are problems to be solved by school authorities as well 
as the problem of securing competent instruction. 

REFERENCE BOOKS ON EDUCATION AND PEDAGOGY 
FOR TEACHERS. 

Johnson and Others:' The Modern High School (Scribner's) 1914. 
Parker: Methods of Teaching in High Schools (Ginn) 1915. 



22 Bulletin University of New Mexico 



[Ed. Series 



Brown: The American High School (Macmillan) 1909. 

Judd: Psychology of High School Subjects (Ginn) 1915. 

Graves: A Student's History of Education (Macmillan) 1915. 

Klapper: Principles of Educational Practice (Appleton) 1912. 

James: Talks on Psychology and Life's Ideals (Holt). 

Hibben: The Problems of Philosophy (Scribner's). 

Dewey: How We Think (Heath). 

Davis: Vocational and Moral Guidance (Ginn) 1914. 

Lee: Play in Education (Macmillan) 1915. 



Abmtaum to titr InterBtftj 

GENEEAL STATEMENT. 

An applicant for admission to any of the colleges or 
schools of the University must be at least sixteen years of 
age. 

Women are admitted to all departments under the same 
conditions as and on absolute equality with men. 

The University year is divided into four quarters of about 
twelve weeks each and students may enter the University 
at the beginning of any quarter. Entrance at other times 
is not denied them, but it is seldom that students can enter 
late and be able to achieve satisfactory results. Students 
can seldom enter the College of Engineering to advantage 
except at the beginning of the Autumn quarter. 

Students may be admitted at any time during the Uni- 
versity year, but should enter, if possible, at the beginning 
of a quarter. 

Students who register after the time appointed for this 
purpose must pay the late registration fee and the amount 
of credit given in each course for which they register will 
be diminished in proportion to the lateness of their en- 
trance. 

ENTRANCE REQUIREMENTS. 

The requirements for admission are stated in terms of 
units. The term "unit" means the completion of a course of 
study consisting of five recitation periods of at least forty 
minutes each per week during at least thirty-six weeks. A 
laboratory period or other practice work should extend over 
at least two consecutive recitation periods and is consid- 
ered the equivalent of one recitation. 

Fifteen units are required for admission to any College 
or School of the University (except the Graduate School), 
some of which are prescribed and the remainder elective. 
The variation existing between the prescribed subjects and 
those that may be offered as electives is shown in the fol- 
lowing exhibit, in which list A in every case is prescribed, 
and the remainder of the fifteen units required for entrance 
may be elected from lists B and C in the amounts indicated. 



24 Bulletin University of New Mexico [Ed. series 

FOR ADMISSION TO THE COLLEGFS OF ARTS, PHILOSOPHY, 

AND SCIENCE, FINE ARTS, AND COURSES IN 

EDUCATION AND HOME ECONOMICS. 

LIST A. 

English, 3 units. 

History, Government, and Economics, 1 unit. 

Foreign Language (in one language), 2 units. 

Algebra, 1 unit. 

Plane Geometry, 1 unit. 

Laboratory Science. 1 unit. 

Total prescribed, 9 units. 

Prom List B ( see below ) , 2-6 units. 

From List C (see below), y 2 -4: units. 

Total, to make 15 units. 

(Note. — Students Avho expect to take the Course in Edu- 
cation should include U. S. History and Civics, History and 
Civics of New Mexico, and Physiology, where possible.) 

FOR ADMISSION TO THE COLLEGE OF ENGINEERING. 
LIST A. 

English, 3 units. 

Foreign Language (in one language, preferably modern), 
2 units. 

Algebra, iy 2 units. 

Geometry, Plane and Solid, iy 2 units. 

Physics, 1 unit. 

Total prescribed, 9 units. 

From List B, 2-6 units. 

From List C, i/o-l units. 

Total to make 15 units. 

The matriculant must offer the subjects contained in 
List A for admission to the College or School of which he 
expects to become a member. Under List C are given the 
minimum and maximum number of units that are accepted 
from that list by each College or School. The remainder 
of the fifteen units required for entrance is to be offered 
from List B. None of the subjects in List C is prescribed 
for entrance and if no electives are offered from this list, 
the number of units needed in addition to List A to make a 
total of fifteen is to be taken from List B. 

ENTRANCE WITH CONDITIONS. 

Applicants for admission to the L T niversity who can fur- 



-vol. 2. no. i, 1917] Mitchell 25 

nish thirteen units are admitted to Freshman standing 
■with entrance conditions in the prescribed or elective units 
in which they are deficient. This deficiency must be re- 
moved in the first year of residence. 

LIST B. 

Four units is the maximum amount accepted from any 
group in this list, including the units already offered to 
meet the requirements in List A, except the group of foreign 
languages, where six units may be accepted, including the 
two units required in this group in List A. 

1. Group of English Language, Composition and Lit- 
erature. 

2. Group of Foreign Languages. 
French, 1-4 units. 

German, 1-4 units. 

Greek, 1-3 units. 

Latin, 1-4 units. 

Spanish, 1-4 units. 

Other foreign languages, 1-4 units each. 

3. Group of History and Social Science. 
Ancient History, y 2 -l unit. 

Medieval and Modern History, y 2 -l unit. 

English History, y 2 -l unit. 

American History, y 2 -l unit. 

Civics, y 2 unit, 

History and Civics of New Mexico, y 2 unit. 

Economics, y 2 unit. 

4. Group of Mathematics. 

Algebra to Quadratics, 1 unit. • 

Algebra, complete, iy 2 units. 

Plane Geometry, 1 unit. 

Solid Geometry, y 2 unit. 

Algebraic Theory, advanced, y 2 unit. 

Trigonometry, y 2 unit, 

Advanced Arithmetic, y 2 unit. 

5A. Group of Laboratory Sciences. 

Botany, y 2 -± unit. 

Zoology, y 2 -l unit. 

Chemistry, 1 unit. 

Physics, 1 unit, 

Physiology, \ 2 unit. 



26 Bulletin University of Neir Mexico [Ed Series 

Physiology-Biology, 1 unit. 
Physical Geography, V 2 -l unit. 
Geology, y 2 -l unit. 

5B. Group of Non-Laboratory Sciences. 
Any of the above, if given without adequate laboratory 
equipment and practice, and also the following : 
General Science, y 2 -l unit. 
Astronomy, y 2 unit. 
Psychology, y 2 unit. 

LIST C. 

The maximum amount that may be offered from this list 
for entrance to the various Colleges and Schools of the Uni- 
versity is indicated above, but nowhere exceeds four units. 
The maximum that will be accepted in any one subject con- 
tained in the group is shown below : 

Agriculture, y 2 -2 units. 

Home Economics (Domestic Science and Domestic 
Art), 1/2-3 units. 

Commercial Subjects, 1^-4 units. 

Manual Training and Arts, y 2 -2 units. 

Music, y 2 -2 units. 

( Note. — Ordinarily Agriculture and Home Economics 
are not accepted as meeting the requirement of one unit in 
a. laboratory science. It is believed, however, that certain 
courses in these subjects with proper equipment and ad- 
equate instruction can be regarded on a par with the sci- 
ences in Group 5A in List B. Any applicant offering Agri- 
culture or Domestic Science (Foods and Cooking) as a 
laboratory science should present notebook and such other 
evidence as is likely to demonstrate that the course pursued 
should be regarded as efficient as, say. Physics or Biology 
or Chemistry, in developing accuracy and method in scien- 
tific investigation.) 

OPTIONAL SUBJECTS. 

An optional subject is any subject taken in the high 
school not included in List B or List C. A maximum of one 
unit in optional subjects may be accepted, subject to the 
nature and quality of the work done, but not with four units 
from List C. 



Irarrtpttmt uf imbjerta Hijtrli iHau, 1? Arrrpotteo 
ana Anrppteo for AomiBBintt 

The Faculty of the University are of the opinion that the 
four years of the high school and the four years of the col- 
lege should so fit into each other and complete each other 
that at the time of graduation from college the student will 
have received a broad foundation in several branches of 
study and considerable special and intensive training in 
the department in which he shows the greatest capability. 
To this end the Faculty have arranged the various subjects 
into groups according to the relationship which exist* be- 
tween the several subjects. By the time graduation time is 
reached, taking into consideration the high school course 
as wq\\ as the college course, the student will have become 
acquainted with some of the subjects in each of the sev- 
eral groups. When a student has neglected any one of the 
more important groups, he is compelled to take more work 
in that group in his college course. And vice versa when 
he has taken a large amount of work in any of the more 
important groups in his high school course, his graduation 
requirements in that group are diminished. This principle 
applies particularly to the groups of foreign language, and 
the natural sciences. High school and college subjects are 
accordingly arranged into groups as follows: 

English. 

Foreign Languages. 

History, Government, and Economics. 

Mathematics. 

Natural Sciences. 

Vocational and Industrial Subjects. 

The University catalog under Requirements for Gradua- 
tion from the College of Arts, Philosophy, and Science 
should be consulted for detailed information as to the re- 
quirements in foreign language and sciences. In order to 
profit by the exemptions allowed in foreign languages, it 
should be noted that more than four units should be offered. 
It also often happens that a student can include two lab- 
oratorv sciences or additional mathematics in his high 



28 Bulletin University of New Mexico [Ed Sories 

school course and by so doing obtain exemption from a part 
of the requirement in science after he reaches the Uni- 
versity. 

DESCRIPTION OF COURSES. 

In this section an attempt is made to furnish a descrip- 
tion of all courses that may find place in the high school 
curriculum, to set up the goal to be reached in each course, 
to give a list of textbooks suitable for each course and the 
equipment needed for the successful teaching of each course 
wherever the course involves necessary laboratory or prac- 
tice work. 

I. 

GROUr OF ENGLISH LANGUAGE, COMPOSITION, 
AND LITERATURE. 

( Furnished by Professor Proctor F. Sherwin. ) 

Three units prescribed, one additional elective. 

It is recommended that three years of the high school 
course in English conform to the following standard. This 
amount of work, if of satisfactory quality, will be accepted 
as fulfilling the prescribed requirement of three units in 
English. 

UNIFORM COLLEGE ENTRANCE REQUIREMENTS IN ENGLISH. 

The study of English in school has two main objects : ( 1) 
command of correct and clear English, spoken and written ; 
(2) ability to read with accuracy, intelligence, and appre- 
ciation. 

GRAMMAR AND COMPOSITION. 

The first object requires instruction in grammar and 
composition. English grammar should be reviewed in the 
secondary school; and correct spelling and grammatical 
accuracy should be rigorously exacted in connection with 
all written work during the four years. The principles of 
words, sentences, and paragraphs should be thoroughly 
mastered; and practice in composition, oral as well as 
written, should extend throughout the secondary school 
period. Written exercises may well comprise letter-writ- 
ing, narration, description, and easy exposition and argu- 
ment. It is advisable that subjects for this work be taken 
from the student's personal experience, general knowledge, 



vol. 2> no. i, 1917] Mitchell 29 



in literature. Finally, special instruction in language and 
composition should be accompanied by concerted effort of 
teachers in all branches to cultivate in the student the habit 
of using good English in his recitations and various exer- 
cises, whether oral or written. 

LITERATURE. 

The second object is sought by means of two lists of 
books, headed respectively Reading and Study, from which 
may be framed a progressive course in literature covering 
three or four years. In connection with both lists, the stu- 
dent should be trained in reading aloud and be encour- 
aged to commit to memory some of the more notable pas- 
sages both in verse and prose. As an aid to literary ap- 
preciation, he is further advised to acquaint himself with 
the most important facts in the lives of the authors whose 
works he reads and with their place in literary history. 

A. READING. 

The aim of this course is to foster in the student the habit 
of intelligent reading and to develop a taste for good lit- 
erature, by giving him a first-hand knowledge of some of 
its best specimens. He should read the books carefully, but 
his attention should not be so fixed upon details that he 
fails to appreciate the main purpose and charm of what he 
reads. 

With a view to large freedom of choice, the books pro- 
vided for reading are arranged in the following groups, 
from each of which at least two selections are to be made, 
except as otherwise provided under Group I. 

Group I — Classics in Translation. 

The Old Testament, comprising at least the chief narrative episodes in 
Genesis, Exodus, Joshua, Judges, Samuel, Kings, and Daniel, together 
with the books Ruth and Esther. 

The Odyssey, with the omission, if desired, of Books I, II, III, IV, V, 
XV, XVI, XVII. 

The Iliad, with the omission, if desired, of Books XI, XIII, XIV, XV, 
XVII, XXI. 

The Aeneid. 

The Odyssey, Iliad and Aeneid should be read in English translations 
of recognized literary excellence. 

For any selection from this group a selection from any other group 
may be substituted. 



30 Bulletin University of New Mexico [Ed. series 

Group II — Shakespeare. 

Midsummer Night's Dream, Richard II, 

Merchant of Venice. Richard III, 

As You Like It, Henry V. 

Twelfth Night, Coriolanus, 

The Tempest, Julius Caesar, | If not chosen 

Romeo and Juliet, Macbeth, }»for study 

King John, Hamlet, J under B. 

Group III — Prose Fiction. 

Malory: Morte d 'Arthur (about 100 pages). 
Runyan: Pilgrim's Progress, Part I. 

Swift: Gulliver's Travels (voyages to Lilliput and to Brobdinag). 
Defoe: Robinson Crusoe, Part I. 
Goldsmith: Vicar of Wakefield. 
Prances Burney: Evelina. 
Scott's Novels: any one. 
Jane Austen's Novels: any one. 

Maria Edgeworth: Castle Rackrent, or The Absentee. 
Dickens' Novels: any one. 
Thackeray's Novels: any one. 
George Eliot's Novels: any one. 
Mrs. Gaskell: Cranford. 

Kingsley: Westward Ho! or Hereward, the Wake. 
Reade: The Cloister and the Hearth. 
Blackmore: Lorna Doone. 
Hughes: Tom Brown's School Days. 

Stevenson: Treasure Island, or Kidnapped, or Master of Ballantrae. 
Cooper's Novels: any one. 
Poe: Selected Tales. 

Hawthorne: The House of the Seven Gables, or Twice Told Tales, or 
Mosses From an Old Manse. 

A collection of Short Stories by various standard writers. 

Group IV — Essays, Biography, Etc. 

Addison and Steele: The Sir Roger de Coverley Papers, or Selections 
from the Tatler and Spectator (about 200 pages). 

Boswell: Selections from the Life of Johnson (about 200 pages). 

Franklin: Autobiography. 

Irving: Selections from the Sketch Book (about 200 pages), or Life of 
Goldsmith. 

Southey: Life of Nelson. 

Lamb: Selections, from the Essays of Elia (about 100 pages). 

Lockhart: Selections from the Life of Scott (about 200 pages). 

Thackeray: Lectures on Swift, Addison, and Steele in the English 
Humorists. 

Macaulay: Any one of the following essays: Lord Clive. Warren 
Hastings, Milton. Addison. Goldsmith, Frederick the Great, Madam 
d'Arblay. 

Trevelyan: Selections from the Life of Macaulay (about 200 pages). 

Ruskin: Sesame and Lilies, or Selections (about 150 pages). 



■vol. 2, no. i, 1917] Mitchell 31 

Dana: Two Years Before the Mast. 

Lincoln: Speeches, including at least the two Inaugurals, the Speeches 
in Independence Hall and at Gettysburg, the Last Public Address, the 
Letter to Horace Greeley; together with a brief memoir or estimate of 
Lincoln. 

Parkman: The Oregon Trail. 

Thoreau: Walden. 

Lowell: Selected Essays (about 150 pages). 

Holmes: The Autocrat of the Breakfast Table. 

Stevenson: An Inland Village and Travels With a Donkey. 

Huxley: Autobiography, and selections from Lay Sermons, including 
the addresses on Improving Natural Knowledge, A Liberal Education, 
and A Piece of Chalk. 

A collection of Essays by Bacon, Lamb, De Quincey, Hazlitt, Emerson, 
and later writers. 

A collection of Letters by various standard writers. 

Group V — Poetry. 

Palgrave: Golden Treasury (First Series): Books II and III, with spe- 
cial attention to Dryden, Collins, Gray, Cowper, and Burns. 

Palgrave: Golden Treasury (First Series) Book IV, with special atten- 
tion to Wordsworth, Keats, and Shelley (if not chosen for study under B). 

Goldsmith: The Traveller, and The Deserted Village. 

Pope: The Rape of the Lock. 

A collection of English and Scottish Ballads, as, for example, some 
Eobin Hood ballads, the Battle of Otterburn, King Estmere, Young Bei- 
-chan, Bewick and Grahame, Sir Patrick Spens, and a selection from later 
ballads. 

Coleridge: The Ancient Mariner, Christabel, and Kubla Kahn. 

Byron: Childe Harold, Canto III or IV, and The prisoner of Chillon. 

Scott: The Lady of the Lake, or Marmion. 

Macaulay: The Lays of Ancient Rome, The Battle of Naseby, The 
Armada, Ivry. 

Tennyson: The Princess, or Gareth and Lynette, Lancelot and Elaine, 
and The Passing of Arthur. 

Browning: Cavalier Tunes, The Lost Leader, How They Brought the 
Good News From Ghent to Aix, Home Thoughts From Abroad, Home 
Thoughts From the Sea, Incident of the French Camp, Herve Riel, Phei- 
dippides, My Last Duchess, Up at a Villa — Down in the City, The Italian 
in England, The Patriot, The Pied Piper, "De Gustibus — -", Instans 
Tyrannus. 

Arnold: Sohrab and Rustum, and the Forsaken Merman. 

Selections from American Poetry, with special attention to Poe, 
Lowell, Longfellow and Whittier. 

B. STUDY. 

This part of the requirement is intended as a natural 
and logical continuation of the student's earlier reading, 
with greater stress laid upon form and style, the exact 
meaning of Avords and phrases, and the understanding of 
allusions. The books provided for study are arranged in 



32 Bulletin University of New Mexico [Ed Series 

four groups, from each of which one selection is to be made. 
Group I — Drama. 

Shakespeare: Julius Caesar, Macbeth, Hamlet. 
Group II — Poetry. 

Milton: L 'Allegro, II Penseroso, and either Comus or Lycidas. 

Tennyson: The Coming of Arthur, The Holy Grail, and The Passing of 
Arthur. 

The selections of Wordsworth, Keats, and Shelley in Booh IV of Pal- 
grave's Golden Treasury (First Series). 

Group III — Oratory. 

Burke: Speech on Conciliation With America. 

Macaulay: Two Speeches on Copyright; and Lincoln: Speech at 
Cooper Union. 

Washington: Farewell Address; and Webster: First Bunker Hill 
Oration. 

Group IV. — Essays. 

Carlyle: Essay on Burns, with a selection from Burns' Poems. 
Macaulay: Life of Johnson. 
Emerson: Essay on Manners. 

EXAMINATIONS. 

However accurate in subject-matter, no paper should be 
considered satisfactory if seriously defective in punctua- 
tion, spelling, or other essentials of good usage. 

In grammar and composition, the student should be 
asked specific questions upon the practical essentials of 
these studies, such as the relation of the various parts of a 
sentence to one another, the construction of individual 
words in a sentence of reasonable difficulty, and those good 
usages of modern English which one should know in dis- 
tinction from current errors. The main test on composition 
should consist of one or more essays, developing a theme 
through several paragraphs ; the subjects should be drawn 
from the books read, from the student's other studies, and 
from his personal knowledge and experience quite apart 
from reading. For this purpose the examiner should pro- 
vide several subjects, perhaps eight or ten, from which the 
student may make his own selections. He should not be ex 
pected to write more than four hundred words per hour. 

The examination in literature should include: 

A. General questions designed to test such a knowledge and appre- 
ciation of literature as may be gained by fulfilling the requirements de- 
fined under A. READING, above. 



vol. 2. no. i. 1917] Mitchell 33 

B. A test on the books prescribed for study, which should consist of 
questions upon their content, form, and structure, and upon the meaning 
of such words, phrases, and allusions as may be necessary to an under- 
standing of the works and an appreciation of their salient qualities of 
style. General questions may also be asked concerning the lives of au- 
thors, their other works, and the periods of literary history to which they 
belong. 

It is recommended that the Grammar and Composition 
represent one-half and the Literature the other half of 
these three years' work. The Grammar and Composition 
should predominate in the first year and receive attention 
on three days a week. In the second year, the available 
time should be distributed equally between Composition 
and Literature, and in the third year, the Literature should 
occupy three days a week. 

The work outlined above is suggested for a three years' 
course in English in high schools. It will be accepted by 
the University as meeting the prescribed entrance require- 
ment of three units in English. 

An additional full year's study, which should consist of 
one period of Composition and four periods given to the 
study of either American or English literature taught as a 
systematic historical survey with textbook and supplement- 
ary readings, may be offered as a fourth unit in English. 

REFERENCE LIBRARY IN ENGLISH. 
A. English Language. 

Dictionaries. — New English Dictionary on Historical Principles (Ox- 
ford University Press) ; New Standard Dictionary (Funk and Wagnalls) ; 
Skeat: Concise Etymological Dictionary of the English Language (Am. 
Bk. Co.); Webster's New International Dictionary (G. & C. Merriam & 
Co.) 

Grammar. — Blount and Northup: English Grammar for Schools (Holt); 
Kittredge and Farley: Advanced English Grammar (Ginn); Scott and 
Buck: Brief English Grammar (Scott, Foresman). 

Reference. — Emerson: History of the English Language, $1.25 (Mac- 
millan) ; Fernald: Connectives of English Speech, $1.50 (Funk & Wag- 
nalls); Fernald: English Synonyms and Antonyms, $1.50 (Funk & Wag- 
nalls); Greenough and Kittredge: Words and Their Ways in English 
Speech, $1.10 (Macmillan); Krapp: Modern English, Its Growth and 
Present Use (Scribner 's) ; Peile: Philology, $0.40 (Am. Bk. Co.); Week- 
ley: The Romance of Names, $1.25 (Dutton); Weekley: The Romance of 
Words, $1.25 (Dutton). 

B. Rhetoric. 

Oral and Written Composition. — Baldwin : College Manual of Rhetoric, 
$1.60 (Longmans); Baldwin: Composition, Oral and Written, $1.25 (Long- 



34 Bulletin University of Neiv Mexico [Ed Series 

mans); Baldwin: How to Write, $0.50 (Macmillan) ; Baldwin: Writing 
and Speaking (Longmans); Briggs and McKinney: First Book of Com- 
position for High Schools, $0.90 (Ginn); Buehler: Practical Exercises in 
English, $0.50 (Am. Bk. Co.); Greenough and Hersey: English Composi- 
tion (Macmillan); Hitchcock: New Practice Book in English Composi- 
tion, $1.10 (Holt) ; Leonard and Fuess: High School Spelling Book (Am. 
Bk. Co.); Linn: Essentials of English Composition, $1.00 (Scribner 's) ; 
Lomer and Ashmun: Study and Practice of Writing English, $1.10 
(Houghton); Manly and Powell: Manual for Writers, $1.00 (University 
of Chicago Press); Shurter: Extempore Speaking, $0.90 (Ginn); Slater: 
Freshman Rhetoric, $1.00 (Heath); Winans: Public Speaking, Principles, 
and Practice, $1.50 (Century). 

Forms of Composition. — Scott and Zeitlin: College Readings in Eng- 
lish Prose, $1.25 (Macmillan); Jelliffe: Handbook of Exposition, $0.90 
(Macmillan); Knapp and French: Speech for Special Occasions, $1.10 
(Macmillan); Baker: Forms of Public Address, $1.00 (Holt); Baker and 
Huntington: Principles of Argumentation, $1.50 (Ginn); Gardiner: The 
Making of Arguments, $1.00 (Ginn); Esenwein and Chambers: Art of 
Story -Writing, $1.25 (Home Correspondence School); Albright: Descrip- 
tive Writing (Macmillan); Albright: The Short Story, Its Principles and 
Structure, $0.90 (Macmillan); Hyde: Newspaper Reporting and Corre- 
spondence, $1.50 (Appleton); Smart: How to Write Business Letters, 
$1.00 (Shaw). 

Theory. — Cooper: Theories of Style, $1.10 (Macmillan); Smith: Mech- 
anism of English Style, $1.00 (Oxford University Press); Welldon: Rhet- 
oric of Aristotle (Macmillan); Wendell: English Composition, $1.50 
( Scribner 's). 

C. English and American Literature. 

Anthologies. — Manly: English Poetry, $1.50 (Ginn); Manly: English 
Prose, $1.50 (Ginn); Ward: English Poets, 5 volumes, $5.00 (Macmillan); 
Craik: English Prose, 5 volumes, $5.50 (Macmillan); Calhoun and Mac- 
Alarney: Readings From American Literature, $1.40 (Ginn); Page: Chief 
American Poets, $1.75 (Houghton); Weston: Chief Middle English Poets, 
$2.00 (Houghton) ; Neilson and Webster: Chief British Poets of the XlVth 
and XVth Centuries, $2.50 (Houghton); Lynn: Collection of XVIIIth 
Century Prose, $1.10 (Macmillan); Alden: Readings in English Prose of 
the XVIIIth Century, $2.25 (Houghton); Page: British Poets of the 
XlXth Century, $2.00 (Sanborn); Stedman: American Anthology, $3.00 
(Houghton); Stedman: Victorian Anthology, $2.50 (Houghton). 

History. — Pancoast: Introduction to English Literature, $1.35 (Holt); 
Pancoast: Introduction to American Literature, $1.12 (Holt); Long: Eng- 
lish Literature, $1.35 (Ginn); Long: American Literature, $1.35 (Ginn); 
Bronson: American Literature (Heath); Wendell and Greenough: His- 



vol. 2, no. i, 1917] Mitchell 35 

tory of Literature in America (Seribner's) ; Greenlaw: Syllabus of Eng- 
lish Literature, $1.35 (Sanborn); Eyland: Chronological Outlines of Eng- 
lish Literature, $1.50 (Macmillan) ; Whitcomb: Chronological Outlines of 
American Literature, $1.50 (Macmillan); Cairns: History of American 
Literature, $1.25 (Oxford University Press); Baldwin: Introduction to 
English Medieval Literature, $1.25 (Longmans); Gosse: History of 
XVIIIth Century Literature, $1.50 (Macmillan); Herford: Age of Words- 
worth, $1.00 (Macmillan); Stedman: Victorian Poets, $2.25 (Houghton); 
Stedman: Poets of America, $2.25 (Houghton); Pattee: History of Amer- 
ean Literature since 1870, $2.00 (Century). 

Types. — Courthope: History of English Poetry, 6 volumes, $18.00 
(Macmillan); Minto: Manual of English Prose Literature, $1.50 (Ginn); 
Gummere: Oldest English Epic, $1.10 (Macmillan); Sargent and Kitt- 
redge: English and Scottish Popular Ballads, $3.00 (Houghton); Mead: 
Selections from Malory's Morte d 'Arthur, $0.80 (Ginn); Sommer: 
Malory's Morte d 'Arthur (Text), $2.00 (Nutt, London); Schelling: Eng- 
glish Drama, $1.50 (Dutton); Tatlock and Martin: Eepresentative Eng- 
lish Plays (Century); Manly: Specimens of Pre-Shakespearean Drama, 2 
volumes, $2.50 (Ginn); Neilson: Chief Elizabethan Dramatists, $2.75 
(Houghton); Fulton and Trueblood: British and American Eloquence, 
$1.25 (Ginn); Harding: Select Orations (American), $1.25 (Macmillan); 
Bryan and CTane: English Familiar Essay (Ginn); Canby: Study of the 
Short-Story, $1.00 (Holt); Cross: Development of the English Novel, $1.50 
(Macmillan); Hopkins and Hughes: English Novel Before the XlXth 
Century, $1.60 (Ginn). 

Bible. — Moulton: Modern Eeader's Bible, $2.00 (Macmillan); Moul- 
ton: Short Introduction to the Literature of the Bible, $1.00 (Heath). 

Individual Authors. — In general, the following are recommended, in 
the order given, as the best standard editions of the poets: Oxford 
Editions of Standard Authors, $0.50 each (Oxford University Press) ; 
The Cambridge Poets, $1.50 and $2.25 each (Houghton, Mifflin Co.) ; New 
Globe Poets, $1.75 each (Macmillan). 

Kittredge: Chaucer and His Poetry, $1.25 (Harvard University 
Press); Dowden: Shakespeare, $0.35 (Am. Bk. Co.); Corson: Introduction 
to Milton; Sneath: Wordsworth — Poet of Nature and Poet of Man, $2.00 
(Ginn); Van Dyke: Poetry of Tennyson, $2.00 (Seribner's); Corson: In- 
troduction to Browning, $1.00 (Heath). 

D. Introductory, Pedagogical, Bibliographical Reference. 

Ballou: Scales for the Measurement of English Composition, $0.50 
(Harvard University Press); Bartlett: Familiar Quotations (Little); 
Bradish: Old Norse Stories, $0.45 (Am. Bk. Co.); Brown: How the French 
Boy Learns to Write, $1.25 (Harvard University Press); Chubb: Teach- 
ing of English, $1.00 (Macmillan); Cooper: Aristotle on the Art of 
Poetry, $0.80 (Ginn); Cooper: Methods and Aims in the Study of Liter- 
ature, $1.20 (Ginn); Corson: Aims of Literary Study, $0.75 (Macmillan); 
Corson: Primer of English Verse, $1.00 (Ginn); Gayley: Classic Myths in 
English Literature and in Art, $1.50 (Ginn); Guerber: Myths of Greece 
and Eome, $1.50 (Am. Bk. Co.); Winchester: Five Short Courses of 
Eeading, $0.50 (Ginn); Winchester: Some Principles of Literary Criti- 
cism, $1.50 (Macmillan). 



36 Bulletin University of New Mexico [Ed Series 

E. Parliamentary Law. 

Gaines: New Cushing's Manual of Parliamentary Law and Practice, 
|0.75 (Dutton); Kobert: Eules of Order, Eevised, $1.00 (Scott, Foresman); 
Three Charts for Parliamentary Law, $5.00 (U. S. Printing and Litho. 
Co., Erie, Pa.). 

F. Periodicals for Teachers. 

The Dial, $3.00 (Chicago); English Journal, $2.50 (University of Chi- 
cago Press); Quarterly Journal of Public Speaking, $2.00 (Banta). 

II. 

GROUP OF FOREIGN LANGUAGES. 

Two units of foreign language in one language are re- 
quired for entrance to all colleges and schools of the Uni- 
versity, and in the case of the College of Engineering 
the offering should be modern language. Six units is the 
maximum amount that is accepted in foreign languages 
and when an applicant offers six units as entrance to the 
College of Arts, Philosophy, and Science, the amount of 
foreign language required for graduation from this College 
is reduced. Foreign students, who do not intend to pursue 
the study of English in the University, may offer their na- 
tive language and literature in lieu of the entrance require- 
ment in English, if equivalent in quality and amount, and 
in case this is done, they are required to offer English as 
their foreign language. Foreign languages not listed below 
may be offered as meeting the requirement in foreign lan- 
guage for entrance, but indvidual cases are judged on their 
own merits. 

FOREIGN LANGUAGES AFTER THE WAR. 

(Extracts from an article by Dean Mitchell in University News.) 

The situation in American public schools in regard to the 
status of foreign languages is a very interesting one. Ger- 
man has been ruled out by many local school boards and by 
State boards. French is being substituted for German and 
Spanish is growing in favor. 

There is, however, but little change of feeling towards 
Latin, except that it is apparently increasing in favor in 
America as well as in Europe. It has been the favorite for- 
eign language in the past, and while no longer required in 
the curriculum in many places, it will continue in pop- 
ularity. 



vol. 2. no. i, 1917] Mitchell .37 

Taking the country as a whole, German in the past has 
easily held second place in high school and college for sev- 
eral reasons. 

(1) Americans of German origin cling to the language 
of their fathers longer than do the descendants of other or- 
igin. German continues to be spoken for several genera- 
tions while the children of Russian or Italian immigrants 
are proud to learn the language of the country of their 
adoption. German communities in the United States have 
been influential enough to compel school authorities to 
place German in the curriculum. For reasons of sentiment, 
this cause of the prevalence of German in certain commun- 
ities will be removed to a considerable extent. Loyal Ger- 
man-speaking Americans after the war will show a greater 
inclination to abandon their native language and customs 
in their desire to become more thorough Americans. 

(2) A generation ago, German universities were lead- 
ing the way in various educational lines and large num- 
bers of our college graduates, desiring to study further, 
resorted to German universities. After obtaining a doctor's 
degree they returned to America and filled chairs in our 
colleges. The majority of professors in our most influen- 
tial universities were German trained and naturally created 
the impression that most of what was worth knowing was 
written in German by German scholars. Many American 
scholars have made themselves ridiculous by publishing 
their investigations in German rather than in English, 
seeking for a reputation abroad rather than at home. These 
professors have had a great deal to do in extending the 
study of German in high schools and colleges. 

This reason for the popularity of German no longer op- 
erates. It is now agreed that certain American universities 
offer better advantages than any in Germany, that the 
American Ph. D. is worth more than the German brand of 
the same article, and that, if a graduate student wants to 
study abroad, there are possibilities in England, France, 
and Italy which have not in the past been appreciated or 
even understood. A large per cent of the knowledge writ- 
ten in German — practically all that is worth while — has 
been translated into English. The German language in the 
future will not be the repository for knowledge which it 
has been in the past. Lastly, German professors, showing 



38 Bulletin University of New Mexico [Ed SerieE 

themselves ready to defend at the behest of their emperor 
any violation of international law, have forfeited their in- 
fluence in this country. 

French is rapidly supplanting German in favor and for 
several reasons. 

(1) The reason of sentiment, France is becoming more 
endeared to America by more complete realization of the 
obligation to France incurred in the Revolutionary war. 

(2) Increased interest in French on the part of war 
workers. Returning soldiers will increase interest in 
France and her language. 

(3) After the war France and the United States will 
have at least an irrefragable bond of friendship for each 
other due to co-operation in the war — a guarantee of peace 
and harmonious relations stronger than any mere political 
alliance can afford. 

(4) France and the French language will open up a 
field of culture, civilization, humanity, the arts, sciences, 
and literature, to which American students will turn after 
the war. It is not likely that as many students will go to 
France for study as have gone to Germany, for our own uni- 
versities are now very good, but those who do go and return 
to take up teaching and other professions will be in a posi- 
tion to direct the thoughts of many other people toward 
France. 

(5) The system of exchange professorships as it has 
been practiced between the United States and Germany 
will be discontinued and we shall witness future exchange 
of professors and students with other members of the al- 
lied group, particulary England, France, and Italy. 

( 6 ) Scholars who desire to publish in another language 
besides English will in the future use French or Latin. 

(7) French for a long time has been the most widely 
used language for diplomacy and travel, and English for 
commerce. These two languages after the war will become 
more securely entrenched in their positions and will be the 
two most widely used languages. 

(8) Lastly, but by no means of least importance. 
French is more easily learned than many other languages. 

The study of Spanish is increasing by leaps and bounds 
in this country as its citizens realize its importance. Amer- 
icans should remember that a large part of the territory of 



vol. 2, no. i, 1917] Mitchell 3<J 

the United States is, or at least lias been Spanish-speaking. 
We can enumerate here the southwest, the Philippines. 
Porto Rico, etc. Other countries employing this language, 
(specially South America, offer great opportunities in 
trade. The demand for Spanish really is based not so much 
upon cultural possibilities as upon the opportunities which 
lie in turning it to practical account in trade with our 
neighbors. 

Enormous opportunities for business Avill be opened up 
in Russia/ China, and other countries, but the public 
schools cannot offer all the languages called for by business 
men. Each section of the country can best offer in its 
schools the languages which are of broadest value to that 
section. Latin will continue to be taught all over the coun- 
try as possessing universal cultural and educational advan- 
tages. Some schools will have the facilities to offer more 
than one modern language but the majority of them, on 
account of not having unlimited funds, will offer only one 
modern language. In New Mexico, for example, where 
much emphasis is laid upon Spanish, it would be a mistake 
to insist that it be taught if a capable teacher is not avail- 
able. In the southwest Spanish will deservedly be offered 
as the first modern language, and in other sections it will 
be offered as the third modern language. French will 
doubtless be considered the modern language of primary 
importance. 

It is conceivable that in the extreme northwest, Russian 
may become so important that it will have a place in the 
curriculum of high schools. The University of Washington 
is offering Russian and Chinese. After the war there is 
likely to be no little commercial activity between Russia 
and the State of Washington. The banks and commercial 
houses will form Russian connections and Russian will be- 
come of primary importance to large groups of people in 
the north Pacific States. The citizens of Seattle may have 
no more need of French or Spanish than the people of El 
Paso and Xew Orleans are likely to need Russian, while the 
citizens of the latter cities will have great use for Spanish. 

Germany had made considerable commercial progress in 
the world because she took care to learn the languages of 
her rivals and potential enemies. We can learn a lesson in 
this respect from Germany. Japan is doing the same thing. 



40 Bulletin University of New Mexico [Ed - Series 

The United States lias been forced to abandon her "splen- 
did isolation" and foreign languages will be studied to 
greater- extent after the war than ever before. In educa- 
tional circles there will be demand for French, Spanish, 
German, Portuguese, Russian, Japanese, and Chinese. This 
demand for modern languages will vary at different times 
and in different places. It would be folly and waste for 
high schools to offer many of these languages as they would 
serve the needs of a small proportion of their patronage. 
For reasons of economy and efficiency, the study of most 
languages should be postponed until the student attends a 
university. The university student, besides, knowing bet- 
ter what he wants and being more mature, can make more 
rapid progress. It is not likely that any high school in New 
Mexico for many years to come, can offer more than two 
languages if it takes into consideration its facilities and 
income. The two languages in this State should be Latin 
and Spanish. New Mexico should not become excited over 
French to the extent of allowing it to be substituted for or 
in any way to cripple the effective teaching of Spanish, nor 
should she become excited over modern language to the ex- 
tent of eliminating Latin for the sake of offering more mod- 
ern languages. For the average person, one ancient and 
one modern language are of more value than two modern 
languages. Where only one language can be offered on ac- 
count of limited means, the question whether it should be 
Latin, or Spanish is best decided by determining which of 
the two can be better taught by the members of the teach- 
ing corps. 

1. French, 1-4 units. (Furnished by J. F. Nelson, some- 
time Professor of Modern Languages. ) 

First Year's Work. — Elementary grammar, with the 
more common irregular verbs. Careful training in pronun- 
ciation. About 100 pages of easy prose should be read. 

Second Year's Work. — Advanced grammar, with all the 
irregular verbs. Elementary composition and conversation. 
About 300 pages of standard authors should be read. 

Third Year's Work. — Intermediate composition and con- 
versation. About 500 pages of standard authors should be 
read, including a few classics. 

Fourth Year's Work. — Advanced composition and con- 



vol. 2, no. i, i9i7j Mitchell 41 

versation. Standard modern and classical authors should 
be read and studied to the amount of 700 pages. 

( Note. — It is not recommended that French be offered in 
New Mexico high schools for the present. ) 

TEXT AND REFERENCE BOOKS. 

G-raimnar. — Fraser and Squair: Shorter French Course (Heath); 
Thieme andEffinger: A French Grammar (Macmillan). 

Composition. — French Composition (Heath); Francois: French Com- 
position (Am. Bk. Co.); Talbot: French Composition (Sanborn). 

Readers. — Halevy: L'Abbe Constantin (Heath); Merim.ee: Colomba 
(Heath); La Brcte: Mori Oncle et Mon Cure; Laurie: Memories d'un 
Collegien. 

Dictionaries: Heath's French-English Dictionary; Lauson: Histoire 
de la Literature Francaise. 

2. German, 1-4 units. (Furnished by J. F. Nelson, 
sometime Professor of Modern Languages.) 

It is recommended that pupils be trained to understand 
spoken German and to reproduce freely, in writing and 
orally, what has been read. Whatever method of teaching 
is used, however, a thorough knowledge of grammar is ex- 
pected. No attempt is made in what follows to give more 
than a general outline for the work of successive years, but 
the Department of German welcomes inquiries from teach- 
ers who wish further suggestions in planning their 
courses. 

First Year's Work. — At the end of the year pupils should 
be able to read intelligently and with accurate pronuncia- 
tion simple German prose, to translate it into idiomatic 
English, and to answer in German easy questions on the 
passages read. A few short poems may well be memorized. 
Elementary grammar should be mastered up to the sub- 
junctive as arranged in most books for beginners. Easy 
prose composition rather than the writing of forms should 
be the test of this grammatical work. 

Second Year's Work. — About 500 pages of modern au- 
thors should be read, preference being given to material 
which has a distinctly German atmosphere and which lends 
itself readily to conversational treatment in the classroom. 
The regular recitations should afford constant oral and 
written drill on the elementary grammar of the preceding 
year. More importance should be attached to accuracy and 
facility in simple modes of expression than to theoretical 
knowledge of advanced syntax. 



42 Bulletin University of New Mexico [Ed s, ' ries 

Third Year's Work. — Most of the time should still be de- 
voted to good modern prose. There should be some work 
in advanced prose composition based on German models — - 
and the daily recitation should continue to afford abundant 
oral practice. Pupils ought by this time to understand 
spoken German fairly well. 

Fourth Year's Work. — At the end of this year a pupil 
should be able to read at sight any prose or verse of mod- 
erate difficulty. He should be able to express himself orally 
or in writing with considerable readiness and a high degree 
of accuracy. It is recommended that work in composition 
take the form of free reproduction of portions of the texts 
studied rather than translations of English selections. The 
reading should be divided about equally between modern 
and classical authors. 

SUGGESTED TEXTBOOKS. 

First Year. — Vos: Essentials of German, or Bacon: German Grammar, 
or Spanhoofd: Lehrbuch der Deutschen Sprache, complete. Beading, 
translation, and discussion of about 200 pages chosen from books like 
Mosher: Wilkommen in Deutsehland; Guerber: Maerchen und Erzaelun- 
gen; Bacon: Im Vaterland; Holzwarth: Gruss aus Deutsehland; and 
Price: Reformlesebueh. 

Second Year. — Drill in speaking, reading and writing German. Harris: 
German Composition; or Wesselhoeft: German Composition. For reading 
choice may be made from the following: Immensee, Germelhausen, Hoeher 
als die Kirche, Der Neffe als Onkel, and Widenbruch: Lachendes Land. 

Third and Fourth Years. — Compositions continued, either as transla- 
tions from English or by means of original essays on simple subjects. 
Books like the following have proved most popular for advanced classes 
in high school German: Wilhelm Tell, Minna von Barnhelm, Hermann 
und Dorothea, Die Jungfrau von Orleans, Maria Stuart, and Die Jour- 
nalisten. 

REFERENCE LIBRARY FOR HIGH SCHOOLS. 

Adler: A German Dictionary (Appleton) ; Heath: German Dictionary 
(Heath); Francke: History of German Literature (Henry Holt); Coar: 
Studies in German Literature in the 19th Century (Macmillan) ; Kluge: 
Deutsche Nationalliteratur (Am. Bk. Co.); Keller: Bilder aus der 
Deutschen Literafur (Am. Bk. Co.); Bernhardt: Geschichte der Deutschen 
Literatur (Am. Bk. Co.); Heller: Studies in Modern German Literature 
(Heath & Co.). 

3. Greek, 1-3 units. (Furnished by Professor L. B. 
Mitchell.) 

First Year's Work.— The exercises in any of the begin- 
ning books such as Benner and Smyth, AYhite, Burgess, 



vol. 2, no. i, 1917] Mitchell 43 

Gleason and Atherton, etc., and one book of the Anabasis 
or its equivalent. 

Second Year's Work. — Two additional books of the Ana- 
basis intensively studied and one book at sight, and three 
books of Homer's Iliad or their equivalents, together with 
grammar and prose composition equal to one exercise a 
week for one year. 

Third Year's Work. — Three additional books of the Iliad 
and books VI and VII of Herodotus, or an equivalent 
from other authors, together with composition and gram- 
mar one day a week. 

(Note. — It is recommended that Greek be not offered for 
the present by New Mexico high schools. The small num- 
ber of candidates who present themselves for Greek does 
not justify the expense of instruction. Students who want 
Greek are advised to wait until they reach the University 
where they can complete the work much more rapidly. ) 

(Note. — See under Latin for a list of teacher's acces- 
sories, such as maps, charts, pictures, lantern slides, plaster 
casts, etc.) 

Latin, 1-4 units. (Furnished by Professor L. B. 
Mitchell. ) 

The Latin Department recommends the course of study 
reported by the Commission on College Entrance Require- 
ments in Latin, which is as follows: (a) In grammar and 
prose composition a knowledge of forms and syntax should 
be acquired sufficient for writing simple Latin x>rose. (b) 
In reading the amount shall not be less than Caesar : Gallic 
War, I-IV; Cicero: six orations, and Vergil: Aeneid I -VI : 
and should be chosen from Caesar (complete), Nepos, Cic- 
ero (Orations, Letters, and De Senectute), Sallust, Ovid, 
and Vergil (complete) . (c) Out of the above, the following- 
reading is required: Cicero's Manilian Law and Arehias 
and the Aeneid I, II, and either IV or VI. (d) Sight 
translation shall be performed of prose and verse of such 
difficulty as the scope of the above would justify. 

First Year. — The ordinary beginning book, such as Ben- 
net, D'Ooge, Pearson, and the like, can advantageously be 
supplemented by using some reader such as Scudder's 
Gradatim. While it is highly important that the pupil ac- 
quire acquaintance with paradigms and the simpler prin- 
ciples of syntax, it is also important that he acquire the 



44 Bulletin University of New Mexico 



[Ed. Series 



ability to read Latin with facility. Since it is believed that 
the whole of the second year should not be given to Caesar, 
a beginner's book that does not offer an exclusively Caesar- 
ian vocabulary is preferred. Nutting's Latin Primer and 
Latin Reader are recommended. 

Second Year. — Considerable time should be spent in re- 
viewing grammar and at least one period a week should 
be given to prose composition. The Latin read should rep- 
resent in amount at least Books I-IV of Caesar: Gallic 
War, but should be selected from the whole of the Gallic 
War, Viri Komae, Xepos, and the like. In Caesar, Book I, 
chapter 1, all of Book II, Book VI, chapters XI-XXIII 
should be read and further selections made from Books IV, 
V, particularly chapters XXVI-LYIII, and Book VII. 
Greenough and Daniell: Second Year Latin (Ginn) is a 
suitable textbook for the second year, as is also D'Ooge and 
Eastman: Caesar (Ginn). The latter contains within its 
covers sufficient reading, grammar, and composition for a 
year's work. 

Third Year. — At least one period a w T eek should be given 
to syntax and composition, some book like Bennett: New 
Latin Composition, Part II, being used in connection with 
a standard grammar. The amount read should be equal in 
amount to six orations of Cicero and should include 
the orations on the Manilian Law x and for Archias. The 
remainder may be selected from other orations and the 
letters of Cicero. The Catiline of Sallust is recommended 
as a substitution for the Catilinarian orations. ( Scudder's 
edition has citations from the orations against Catiline at 
the bottom of the page. ) Inasmuch as some students drop 
their study of Latin at the end of the third year and or- 
dinarily read no poetry, a good plan is to include in the 
third year's work some of the Metamorphoses of Ovid. 
Gleason : A Term of Ovid is a good text for this purpose. 

Fourth Year's Work. — The amount read should be equal 
to Books I-VI of the Aeneid of Vergil. The first six books 
may be read entire or selections made from the whole work. 
In this case Books I, II, IV, and VI should be read and the 
remainder of the course given to selections from VII-XII 
including particularly IX, 168-469. Some Ovid or an ora- 
tion of Cicero may be included in the course. The Iliad 
and Odyssey of Homer should be read in prose translation. 



vol. 2, no. i. 1917] Mitchell 45 

The eleventh book of the Odyssey and the Divine Comedy 
of Dante can profitably be used in connection with the 
sixth book of the Aeneid. 

SOURCES OF EQUIPMENT. 

1. Wall Maps.— Kiepert Classical Series (Rand McNally & Co.), $4.80 
and up; Johnston Classical Maps (A. J. Nystrom & Co., Chicago), $2.80' 
and up. 

2. Charts. — Gurlitt: Six wall plates of Caesar's Bellum Gallicum 
(Nystrom & Co., Chicago), $2.00 each; Cybulski: Twenty colored plates, 
illustrating the life of the Greeks and Romans — weapons, war machines, 
soldiers, houses, costumes, coins, ships, etc. (Nystrom & Co.) $2.00-$3.50 
each. 

3. Pictures. — Perry Pictures (The Perry Co., Maiden, Mass.), $0.01 
to $0.07 each; Brown's Pictures (Geo. P. Brown & Co., Beverly, Mass.), 
$0.00% to $0.03 each; Bureau of University Travel, Boston, Mass.; Berlin 
Photo Co., 305 Madison Ave., New York; Elson Art Publishing Co., Bel- 
mont, Mass.; Bureau of University Travel, 136 Stuart St., Boston, Mass. 
(Pictures from the above houses cost from one cent to two dollars each.) 
Schreiber: Atlas of Classical Antiquities (Maemillan, $(5.50; Art and 
Archaeology, bimonthly magazine (Archaeological Institute of America), 
The Octagon, Washington, D. C, $2.00 per year. 

European Addresses for Photographs: Alinari & Cook, 137a Via Sis- 
tina, Rome; E. Pigatti, Via Sistina, Rome; Alex. Simiriottis, Athens. 

4. Post Cards. — German-American Book Co., 625 Gratiot Ave., De- 
troit; F. A. Ackercnan, Kunstverlag, Munich, Germany; Edv. V. Cotina, 
Via Chiala, Naples, Italy (Pompeian subjects). 

5. Lantern Slides. — George R. Swain, 1230 Woodland Ave., Ann Ar- 
bor, Mich.; Records of the Past Exploration Society, Washington, D. C; 
Arthur S. Cooley, Lehigh University, South Bethlehem, Pa. Slides for 
rent, $0.07 for two weeks, $0.10 for one month. 

6. Casts. — P. P. Caproni & Brother, Boston. Discount for schools. 

7. Models.— G. E. Stechert & Co., 151-155 W. 25th St., New York. 
Models for such articles as ballista, catapult, wagon, door, etc., $0.30 to 
$6.00. 

8. Entertainments. — Miller: Two Dramatizations from Vergil (Uni- 
versity of Chicago Press), $1.00; Code: When the Fates Decree (based on 
Vergil), published by author, 1318 Sheridan Road, Pittsburgh, Pa.; Pax- 
son: Two Latin Plays (Ginn), $0.45; Wilson: The Vestal Virgins, a spec- 
tacular taper drill (Edgar S. Werner & Co.), $0.15. 

HIGH SCHOOL REFERENCE LIBRARY. 

General Reference. — Harper: Latin Dictionary (Am. Bk. Co.), $6.50; 
Smith and Hall: English-Latin Dictionary (Am. Bk. Co.), $4.00; Harper: 
Dictionary of Classical Antiquities (Am. Bk. Co.), $6.00; Classical Atlas 
(Ginn), $1.25, or Kieppert's Atlas (Stechert), $1.75; Any standard Latin 
Grammar; Holmes: Caesar's Gallic War (Clarendon Press), $2.90; Abbott: 
History of Roman Political Institutions (Ginn), $1.50; Johnston: Roman 
Private Life (Scott, Foresman), $1.50; Johnston: Latin Manuscripts 
(Scott, Foresman), $2.25; Strachan-Davidson: Life of Cicero (Putnam), 
$1.50; Boissier: Cicero and His Friends (Putnam), $1.75; Glover- su-Mio? 



40 Bulletin University of New Mexico [Ed Series 

in Vergil (Arnold), $3.00; Guerber: Myths of Greece and Eome (Am. Bk. 
Co.); Miller: Two Dramatizations from Vergil (University of Chicago 
Press), $1.00; Fowler: History of Roman Literature (Appleton); Platner: 
Topography and Monuments of Ancient Romfc (Allyn and Bacon), $3.00; 
Fowler: Julius Caesar (Putnam), $1.50, or Froude: Caesar, a Sketch 
(Seribner's); Judson: Caesar's Army (Ginn), $1.00; Davis: A Friend of 
Caesar. 

For Teachers. — The Classical Journal, $2.00 per year, monthly (Univer- 
sity of Chicago Press) ; The Classical Weekly, $2.00 per year (Professor 
Charles Knapp, Columbia University, New York); Game: Teaching High 
School Latin (University of Chicago Press), $1.00. 

5. Spanish, 1-4 units. (Furnished by Associate Profes- 
sor Benito Frances and Miss Rosalina Espinosa. ) 

In New Mexico, more than in any other State, the pupil 
should learn to understand Spanish when spoken and to 
reproduce in Spanish, in writing and orally, what has been 
read. 

First Year. — Coester: Spanish Grammar (Ginn); Bushee: Brief Span- 
ish Grammar (Sanborn); Espinosa and Allen: Spanish Grammar (Am. 
Bk. Co.); Hills and Ford: Revised Spanish Grammar (Am. Bk. Co.). 

Any one of the above grammars furnishes enough mate- 
rial in Spanish grammar and composition for two years of 
high school Spanish. The exercises in Espinosa and Allen's 
grammar are in the form of practical dialogues. Hills and 
Ford's elementary grammar may be supplemented by Hills : 
Tales for Beginners. 

The oral repetition of an entire tale by members of the 
class is recommended. Simple selections of poetry from the 
readers should be memorized. This is the best way of at- 
taining correct pronunciation and appreciation of the 
spirit of Spanish poetry. Each selection should be followed 
by an exercise in conversation based on the content of the 
selection. 

Translating into English is often imperative for a cor- 
rect understanding of the context but the conversation 
based on the text should constitute the principal part of 
the lesson. 

The teacher should devote considerable time to a care- 
ful drill in verbs and troublesome pronoun forms. 

Readers for First Year Spanish. — Harrison: Elementary Spanish Read- 
er (Ginn); Espinosa: Elementary Reader (Sanborn); Hall: Poco a Poco 
(World Book Co.); Worman: New First Spanish Book (Am. Bk. Co.). 

Second Year. — In the second year Spanish literature should serve as a 



vol. 2, no. i. 1917] Mitchell 47 

basis for conversation and composition. Exercises in advanced prose com- 
position should be given twice a week. 

Newman: Spanish Daily Life; Taboada: Cuentos Alegres (Ginn); 
Alarcon: El Capitan Veneno (Holt); Wilkins: Elementary Prose (San- 
born); Espinosa: Advanced Composition and Conversation (Sanborn); 
Valdez: La Hermana San Sulpicio (Heath); Galdos: Marianela (Am. Bk. 
-Co.) ; Echegary: El Gran Galeoto (Koehler). 

Third and Fourth Years. — Dorado: Espana Pintoresca (Ginn); Cer- 
vantes: Novelas Ejemplares (Am. Bk. Co.); Selections from the Liter- 
.ature of Cuba (Sanborn); Jorge Isaacs: Maria (Ginn); Lope de Vega: 
La Estrella de Sevilla (Sanborn); Martinez Sierra: Teatro de Ensueno 
(World Bk. Co.). 

Periodicals for High Schools. — La Prensa, seminario Hispano, 24 Stone 
St., New York; Spanish Inter-America, 407 W. 107th St., New York; Ee- 
vista Universal, 823 Park Bow Bldg., New York. 

Commercial Spanish. — Harrison: Spanish Commercial Reader (Ginn); 
Frontaura: En las Tiendas (Holt); McHale: Commercial Spanish 
(Heath) ; Whiten and Andrade: Spanish Correspondence (Heath). 

Dictionaries. — New Spanish Dictionary (Appleton); Velasquez de la 
Cadena: New Pronouncing Dictionary (Appleton). . 

History of Spanish Literature. — Fitzmaurice Kelly (Appleton) ; Tick- 
nor (Houghton). 

Entertainments. — A social use of Spanish not only makes the study of 
the language more enjoyable, but creates sympathy with the races who 
speak it and broadens the student's outlook in life. Classrooms may be 
ornamented with pictures of Spanish subjects. A club may have a small 
museum with relics from Mexico, South America, and Spain. Clubs 
should give literary programs and plays at intervals. Suggestions may 
be obtained from the following: 

Howland: Zaraguela (Am. Bk. Co.); Henry: Easv Spanish Plays 
.(Holt). 

III. 

GROUP OF HISTORY, GOVERNMENT AND 
ECONOMICS. 

One unit is required from this group for admission to 
the Colleges of Arts, Philosophy, and Science and Fine 
Arts and to Courses in Education and Home Economics, 
but students who intend to pursue the Course in Educa- 
tion are advised to offer two units, namely, Ancient His- 
tory, United States History and Civics. There is no re- 
quirement in this group for entrance to the College of En- 
gineering. 

1. History. (Furnished by Associate Professor Walter 
Prichard. ) 

The aim in all high school history teaching should be to 
give the students a general knowledge and appreciation of 
the most important events and institutions which have ex- 



48 Bulletin University of New Mexico 



[Ed. Series 



cited a lasting influence upon the development of men in 
political and social groups. Details should be entirely 
omitted, except insofar as they are necessary to a thorough 
understanding of the larger topics. 

Since a relatively small percentage of high school grad- 
uates ever enter college, it is best to proceed on the the- 
ory that the high school course in history which best pre- 
pares the student for life and citizenship, also best pre- 
pares him for college entrance. Hence it seems best to 
plan the high school course in history in such manner as to 
cover in a general way a large field rather than to cover 
more intensively a narrow and limited field of history. 

When only one year's work is offered in history, this 
course should be a combination of ancient, medieval, and 
modern history. A proper division of time would be to de- 
vote a half-year to ancient and medieval, and a half-year to 
modern history. Such a course would involve a judicious 
selection of topics for consideration during the first half- 
year in order to adequately cover the field in that length 
of time. Only topics dealing with events, institutions, and 
struggles which have exerted a lasting influence, and which 
are indispensable to a thorough understanding of modern 
events and institutions should be emphasized. The chief 
emphasis should be laid on the development of institutions, 
while the military history is only important insofar as it 
has a direct bearing upon the development of later ideas 
and institutions. The contributions of Oriental nations to 
Greek and Roman civilization, of Greece and Rome to the 
middle ages, and of the middle ages to modern civilization 
should be the main topics to receive emphasis. The same 
general rule holds true in regard to the teaching of mod- 
ern history. The emphasis should be increased as the pres- 
ent day is approached, since modern history is far more 
important for an enlightened attitude towards present-day 
problems than is either ancient or medieval history. 

When only two years' work in history is offered, the sec- 
ond course should be United States history and civics. 
These subjects may each be pursued for a half-year, the his- 
tory preceding the civics, or they may be combined into a 
full year's course, in the discretion of the teacher. The rea- 
son for the apparent subordination of United States his- 
tory is not because it is any less important than the course 



vol. 2, No. i. 1917] Mitchell 49 

outlined above, but in view of the fact that American boys 
and girls get a smattering of United States history in the 
grades it seems better to offer them a broader course in 
general history than to offer them more United States his- 
tory when they have no knowledge whatever of the history 
of the earlier periods or of ether nations. 

When three years" work is offered in history, one year 
should be devoted to ancient, one to medieval and modern, 
and one to United States history and civics, in the order 
named. But when four years' work is offered the sequence 
should be: Ancient, medieval and modern, English, and 
United States history and civics. Except in the last case, 
history should not be taught in the first year of the high 
school course. The writer is of the opinion that three years' 
work is preferable to four for two reasons, namely : Eng- 
lish history is rather difficult for high school students and 
when English history is given, ancient history is crowded 
down into the first year. It is better to omit history from 
the first year so as to allow the student time to develop his 
ability to read intelligently and with discrimination before 
entering upon his history work, in which subject such abil- 
ity is indispensable to satisfactory progress. 

Good history teaching depends to a large degree upon the 
teacher, and Ave shall never have the proper kind of in- 
struction in high school history until we abandon the per- 
nicious and false notion that anyone can teach history. 
Many high schools have special teachers for languages, 
mathematics, science, etc., but parcel out the history 
courses to any of the teachers who happen not to have a full 
program. Until the same care is exercised in the selection 
of history teachers, the teaching of history will continue 
to be done in a haphazard and ineffective manner. 

The work in each course should cover some standard 
textbook together with a considerable amount of collateral 
reading. If there is not a fair-sized library at the student's 
command, a book of readings should lie placed in his hands 
along with the textbook. Wherever possible, outside read- 
ings and reports should be required from time to time on 
particular topics. This work is necessary to correct the 
false impression, which is likely to arise, that all the his- 
tory of the period under study is contained in the textbook. 
For the best results, a school library suitable for collateral 



50 Bulletin University of New Mexico [Ed - Series 

reading - should be in the school. Such a library can be built 
up gradually by the purchase of a few good books each 
year. Practically all the best textbooks contain lists of 
books suitable for supplementary reading, and from these 
lists teachers can make selections for the history section of 
their school libraries. 

Map work should be carried on throughout each course 
so as to familiarize the students with the more important 
features of historical geography. Likewise, students should 
be compelled to learn the dates of the most important 
events in each course. These are the landmarks about 
which all historical knowledge must be grouped — the pegs 
upon which such knowledge is hung. Historical knowledge, 
which is not securely anchored in time and space, is 
practically useless. This work in map-making and learning 
dates need not be mere drudgery, but it should be insisted 
upon as of great importance. Practically all publishing 
houses handle outline maps for history, which are sold 
either singly or in sets for a small sum. These are highly 
satisfactory for tilling in details, and the employment of 
them evades the drudgery of original map drawing. The 
map work in history should never be merely an exercise in 
drawing, but should be done for its value in fixing history 
in the minds of students. 

The following textbooks and source books are indicated 
as examples of the amount and character of the materials 
for each unit, except that textbooks for civics are found 
elsewhere in this Manual : 

1. Ancient History. — Botsford: History of the Ancient World (Mac- 
millan) ; West: The Ancient World (Allyn and Bacon); Westerman: 
Story of Ancient Nations (Appleton) ; Wolfson: Essentials of Ancient 
History (Am. Bk. Co.); G. W. and L. S. Botsford: Source Book of An- 
cient History (Macmillan). 

2. Mediaeval and Modern History- — Harding: New Medieaval and 
Modern History (Am. Bk. Co.); West: The Modern World (Allyn and 
Bacon); Myers: Mediaeval and Modern History (Am. Bk. Co.); Eobin- 
son: Eeadings in European History, Abridged Edition (Am. Bk. Co.); 
Ogg: Source Book of Mediaeval History (Am. Bk. Co.). 

3. English History. — Wrong: History of the British Nation (Apple- 
ton); Cheyney: Short History of England (Ginn); Montgomery: English 
History (Ginn); Andrews: History of England (Allyn and Bacon); 
Walker: Essentials of English History (Am. Bk. Co.); Cheyney: Eeadings 
in English History (Ginn); Tuell and Hatch: Selected Eeadings in Eng- 
lish History (Ginn). 



vol. 2, no. i, 1917] Mitchell 51 

4. American History. — James and Sanford: American History (Scrib- 
ner's); McLaughlin: History of American Nation (Appleton); Hart: Es- 
sentials in American History (Am. Bk. Co.); Channing: History of the 
United States (Macmillan); Muzzey: American History (Ginn); Mont- 
gomery: Students' American History (Ginn); McLaughlin: Eeadings in 
History of American Nation (Appleton); Hart: Source Book of Amer- 
ican History (Macmillan); James: Eeadings in American History 
(Scribner 's) ; Muzzey: Eeadings in American History (Ginn). 

2. Government and Economies. (Furnished by Profes- 
sor Clarence E. Bonnett. ) 

Civics. 

This course must not be confined to the study of the form 
of our government, but must investigate the functions that 
it performs and the manner in which it functions. Only 
modern texts should be used. Among the best of these are : 
Beard and Beard's American Citizenship (for first-year 
courses), Garner's Government in the United States, and 
Guitteau's Government and Politics in the United States. 
A copy of Macy and Gannaway's Comparative Free Gov- 
ernment should be accessible to students. 

Economics. 

Acceptable work in this subject necessitates the use of a 
modern text like Johnson's Introduction to Economics, or 
Burch and Nearing's Economics, one of which must be 
mastered. Reference books should be available to the stu- 
dents. 

REFERENCE BOOKS FOR THE HIGH SCHOOL LIBRARY. 

After a text has been chosen, copies of other texts sug- 
gested below should be available for the pupils. The follow- 
ing are recommended, in the order given : 

Civics. — Macy and Gannaway: Comparative Free Government, $2.25 
(Macmillan); Beard: American Government and Politics, $2.10 (Mac- 
millan); Young: The New American Government and Its Work, $2.25 
(Macmillan); Hart: Actual Government, $2.25 (Longmans); Ashley: 
American Government, $1.00 (Macmillan); Bryce: American Common- 
wealth, Abridged Edition, $1.75 (Macmillan); Wilcox: Government by 
AH the People, $1.50 (Macmillan); Eay: Introduction to Political Parties 
and Practical Politics, $1.50 (Scribner 's) ; Jones: Eeadings on Parties 
and Elections in U. S., $1.60 (Macmillan); Howe: Modern City and Its 
Problems, $1.50 (Scribner 's) ; Weyl: The New Democracy, $2.00 (Mac- 
millan); Leacock: Elements of Political Science, $1.75 (Houghton); Gar- 
ner: Introduction to Political Science, $2.50 (Am. Bk. Co.); Gettell: 
Problems in Political Evolution, $2.00 (Ginn); Fuller: Government by 



52 Bulletin University of Neio Mexico [Ed Series 

the People, $1.00 (Macmillan) ; Bradford: Commission Government in 
American Cities, $1.25 (Macmillan); Beard: Readings in American Gov- 
ernment and Politics, $1.90 (Macmillan); Dealey: Development of the 
State, $1.50 (Silver, Burdette & Co.) ; Goodnow: Politics and Administra- 
tion in U. S., $1.50 (Macmillan). 

Economics. — Ely: Outlines of Economics, 191(5 Edition, $2.25 (Mac- 
hillan) ; Day and Davis: Questions on the Principles of Economics, $0.50 
(Macmillan); Hamilton: Current Economic Priblems, $3.00 (University 
of Chicago Press); Fetter: Economics, Volumes I and II, $1.75 each (Cen- 
tury); Seligman: Principles of Economics, $2.50 (Longmans); Seager: 
Principles of Economics, $2.25 (Holt); Coman: Industrial History of the 
U. S., $1.60 (Macmillan); Taussig: Principles of Economics, $4.00 (Mac- 
millan); Brisco: Economics of Business, $1.50 (Macmillan); Marshall, 
Field and Wright: Material for the Study of Elementary Economics, 
$3.00 (University of Chicago Press); Bullock: Selected Readings in Eco- 
nomics, $2.25 (Ginn); Herrick: History of Commerce and Industry (Mac- 
millan); Chapin: An Historical Introduction to Social Economy (Cen- 
tury); Adams and Sumner: Labor Problems, $1.60 (Macmillan); Carlton: 
History and Problems of Organized Labor, $2.00 (Heath); Plehn: Intro- 
duction to Public Finance, $1.75 (Macmillan); Carver: Principles of 
Rural Economics, $1.35 (Ginn); Haney: Business Organization and Com- 
bination, $2.00 (Macmillan); Bullock: Introduction to the Study of Eco- 
nomics, p $1.28' (Silver); Bogart: Economic History of the U. S., $1.75 
(Longmans'); Van Hise: Concentration and Control, $2.00 (Macmillan); 
Holdsworth: Money and Banking, $2.00 (Appleton). 

IV. 
GROUP OF MATHEMATICS. 

(Furnished by W. E. Edington, sometime Professor of 
Mathematics.) 

One unit of Algebra and one unit of Plane Geometry are 
required for entrance except to the College of Engineering, 
where the requirement is raised to one and one-half units 
in Algebra and the addition of Solid Geometry. A max- 
imum of four units is accepted from this group, including 
elective offerings. 

It is advised that the courses contained in this group be 
offered in the following order: First year, Algebra ; second 
year, Plane Geometry; third year, Algebra completed and 
Solid Geometry. Students transferring from one school 
to another would thus be able to take up work where they 
left off without loss of time. 

Algebra. — One unit. Elementary Algebra as far as 
Quadratics, including the elementary operations of poly- 
nomials and fractions, the solution of linear equations; 
simple factoring, simple powers, and roots. It is expected 



vol. 2, no. i, 1917] Mitchell 53 

that the work be accompanied by graphical methods in the 
solution of equations of all types, and in the explanations 
of other topics. Textbooks: Young and Jackson, Slaught 
and Lennes, Wells, Milne, etc. 

Plane Geometry. — One unit. The work in Plane Geom- 
etry should cover a whole year's work in a good textbook 
and include the applications of algebra to geometry and 
geometry to algebra. Textbooks: Wentworth and Smith, 
Slaught and Lennes, Wells, Durell, Lyman, etc. 

Third Year. — First half. Review of the first course in 
Algebra and thorough work on quadratic equations such as 
is covered by such textbooks as those named above. 

Second half. — Solid Geometry. The textbooks are the 
same as those suggested for Plane Geometry. 

Fourth Year. — One half-year of Advanced Algebra and 
the other half-year of Plane Trigonometry. Textbooks for 
Advanced Algebra : Ashton and Marsh, Hawkes, Luby and 
Touton, Rietz and Craithorne. Textbooks for Trigonom- 
etry : Crawford, Wilczynski, Granville. 

Advanced Arithmetic, which is generally only a review 
of grade arithmetic, is accepted as an elective for entrance 
to the University but it may not be substituted for any sub- 
ject in the prescribed list. No advanced standing will be 
given by the LTniversity for any course in high school math- 
ematics. 

A MATHEMATICAL REFERENCE LIBRARY. 

Ball: History of Mathematics, $0.fi5 (Maemillan) ; Cajori: History of 
Elementary Mathematics, $1.50 (Maemillan); Klein: Famous Problems 
of Elementary Mathematics (translation by Beman) ; Ball: Mathematical 
Recreations and Essays, $2.25 (Maemillan); Schubert: Mathematical Es- 
says, $0.75 (Open Court); White: Scrapbook of Elementary Mathematics; 
Young: Teaching of Mathematics, $1.00 (Longmans); Young: Funda- 
mental Concepts of Algebra and Geometry, $1.(50 (Maemillan); Abbott: 
Flatland, A Romance of Many Dimensions; Conant: The Number Con- 
cept, Its Origin and Development, $2.00 (Maemillan). 

EQUIPMENT AND APPARATUS FOR MATHEMATICS. 

The importance of the graphic method in the teaching of 
elementary algebra is becoming more and more recognized. 
For this work a carefully and accurately scaled blackboard 
is; essential. This board may be painted on the regular- 
blackboard without much expense. The unit should be of 
such size, say an inch, as to permit within a reasonable 
space a considerable range of variation for the variables. 



54 Bulletin University of New Mexico [Ed - Series 

The cross-section lines should be drawn accurately and tine. 

In the study of plane geometry a sufficient supply of 
wooden blocks should be on hand to illustrate and verify 
most of the theorems on areas. For the study of solid 
geometry models in both wood and tin are valuable in aid- 
ing the demonstration of theorems on surfaces, volumes, 
and the relations between solids of different types. Among 
these models should be pyramids and prisms, cones and 
cylinders, of tin, having equal bases and altitudes, sectional 
prisms and spheres, and a set of blocks to illustrate the 
squaring and cubing of numbers, etc. A good, mounted 
spherical blackboard is very helpful in the study of the 
sphere. 

This equipment may be obtained of any general school 
supply company, such as the A. Flanagan Company of 
Chicago. 

GKOUP VA. 

LABORATORY SCIENCES. 

One unit of laboratory science is required for entrance to 
all Colleges and Schools of the University, and in the case 
of the School of Applied Science this should be Physics. 

A high school science, in order to be accepted as a lab- 
oratory science, must be truly scientific in its nature and 
must represent some real laboratory work. Real laboratory 
work involves the development of the power to observe 
carefully and correctly the phenomena of science and to 
state clearly the deductions drawn therefrom. Where re- 
sources are limited it is hoped that high schools will con- 
centrate upon one science and give that course with as 
complete laboratory equipment as possible rather than to 
undertake several with adequate equipment for none of 
them. 

1. Botany, y 2 -l unit. (Furnished by Professor A. O. 
Weese.) 

This subject should be offered in the second, third, or 
fourth year. 

A knowledge of the general structure of plants and of the 
principal organs and their functions is required. This 
should be based upon practical work in the laboratory, and 
to some extent, at least, in the field. The student should 
have a general knowledge of the main groups of plants and 



vol. 2. no. i, 1917] Mitchell 55 

a ready recognition of those families represented in the 
local flora, gained by practice in the identification of com- 
mon species. A notebook with a record of all original work 
done by the student should be required. All notes should 
be permanently preserved in neat form and all drawings 
should be made Avith a hard pencil on a good quality of 
drawing paper. 

2. Biology, 1 unit. (Furnished by Professor A. O. 
Weese. ) 

This course belongs in the first or second year if other 
laboratory sciences are offered and should include the es- 
sentials of Botany, Zoology, and Physiology and should be 
so treated as to correlate these main divisions of the sub- 
ject. Constant laboratory or field work is essential. As a 
rule the student should perforin his own experiments and 
much of the work should be of such a nature as to be capa- 
ble of repetition at home. The biological relations of plants 
and animals and their importance in the inter-daily life of 
man are to be emphasized. For further information as to 
laboratory work, notebooks, etc., see the sections on Bot 
any, Physiology, and Zoology. 

3. Physiology, y 2 unit or 1 unit. ( Furnished by Profes- 
sor A. O. Weese. ) 

This subject should be offered in the second, third, or 
fourth year. 

The emphasis should be placed upon Physiology proper, 
viz., the mechanism of the phenomena of life and the func- 
tions of the various organs of the human body; but in con- 
nection with this the pupil should learn accurately such 
anatomical facts as are fundamental to the understanding 
of the functions of the organs. Laboratory work on some 
such animal as the frog is recommended as an aid to the 
teaching of anatomical facts. The dissection of a mammal 
is too difficult to be attempted by the ordinary high school 
class, although if there is ample time the instructor may 
demonstrate mammalian structure by the dissection of the 
viscera of the cat. The student should also receive definite 
and practical instruction in the more important phases of 
personal and public hygiene, i. e., the sources of infection 
for typhoid, diphtheria, tuberculosis, or other infectious 
diseases, and how to avoid these infections, the care of the 
sick, etc. 



5C Bulletin University of New Mexico [Ed. series 

For more than one-half unit the course MUST include 
practical laboratory work. Carefully written notes and 
drawings should be made, and these should be frequently 
criticised by the teacher. The laboratory work should oc- 
cupy about one-half the time of the entire course. 

4. Zoology, y 2 unit or 1 unit. ( Furnished by Professor 
A. O. Weese.) 

The instruction must include laboratory work equivalent 
to four periods a week for a half-year, besides the time re- 
quired for textbook and recitation work. Notebooks and 
drawings must be presented to show the character of work 
done and the types of animals studied. The drawings are 
to be made from the objects themselves, not copied from il- 
lustrations, and the notes are to be a record of the student's 
own observations of the animals examined. Drawing should 
be used as a m?ans of testing the correctness of observa- 
tions, not primarily as a means of record. The amount of 
equipment and the character of the surroundings must, of 
course, determine the nature of the work done and the kind 
of animals studied ; but in any case the student should 
have at least a fairly accurate knowledge of the external 
anatomy of each of eight or ten animals distributed among 
several of the larger divisions of the animal kingdom, and 
should know something of their life histories and of their 
more obvious adaptations to environment. It is recom- 
mended that special attention be given to such facts as can 
be gained from a careful study of the living animal. The 
names of the largest divisions of the animal kingdom, with 
their most important distinguishing characters, and with il- 
lustrative examples selected, when practicable, from famil- 
iar forms, ought also to be known. 

EQUIPMENT FOR BIOLOGICAL SCIENCES. 

( Furnished by Professor A. O. Weese. ) 
The amount and nature of laboratory equipment neces- 
sary for the proper presentation of any of the laboratory 
sciences will necessarily vary with the content of the 
course, the conditions under which the course is given, and 
the textbook and laboratory manual used. For that reason 
it is impossible to give a list which will be equally useful 
in all cases. Most of the textbooks and laboratory manuals 
designed for high school use contain a list of apparatus de- 



vol. 2, no. i, 1917] Mitchell 57 

signed for use in a course following that book. These esti- 
mates are usually based on a class of ten or twelve. Al- 
though smaller amounts of some of the articles would be 
sufficient for a smaller class, in most cases it is uneconom- 
ical to buy in smaller lots. Much of the apparatus named in 
such a list and in the list to follow may be used in common 
with the classes in the other sciences, such as physics and 
chemistry, at least one of which is offered in all high 
schools. In the following list the articles used by classes in 
botany only are indicated by an (A), those by zoology 
classes only by a (B) , by physiology classes only by a (C) , 
those used by zoology or botany classes in common with 
classes in physics or chemistry by a (D) . Equipment for a 
class of ten students is suggested as follows : 

1 Balance — Harvard trip scale — with metric weights (D). 

1 Bell jar (D). 

10 Wide mouth bottles (may be obtained by students at drug store). 
25 250cc glass stoppered bottles for stock solutions. (Cheaper cork 
stoppered bottles may be obtained at any drug store.) 
IOC Test tubes, 6 " x% " (D). 

2 Graduated cylinders, 100 cc and 500 cc (D). 

1 Package filter paper, 300 mm. (D). 
10 Erlemmeyer flasks, 500 cc. (D). 

2 Glass funnels, 50 and 150 mm. diameter (D). 
30 Petri dishes, 100 mm. 

10 ft. glass tubing, soft, sizes 2, 3, 4, 5, 6, assorted (D). 

1 Aquarium jar, 10 liters. 

12 Mason jars, quarts. 

12 Mason jars, pints. 

10 Magnifiers, tripod form. 

1 Compound microscope. (This is important.) 

10 ft. rubber tubing to fit glass tubing (D). 

1 Chemical thermometer, graduated to 100° C. (D). 

15 Agate ware of tin trays about 350 mm. long by 150 mm. wide. (May 
be obtained at hardware store.) (B). 

1 Kazor for cutting sections. 

1 Support stand with rings (D). 

1 Test tube rack (D). 

5 Test tube brushes (D). 

2 Books litmus paper (D). 
10 Syracuse watch glasses. 

1 Steam sterilizer (tin will do). (A), (C). 

1 Alcohol lamp (D). 

1 Gross slides. 

2 Oz. cover slips, 223 mm. square. 

1 Mortar and pestle (D). 

2 Medicine droppers. 
10 Pairs scissors. 



Bulletin University of New Mexico 



[Ed. Series 



10 Pairs forceps. 

20 Needles in handles. 

10 Scalpels. 

1 Gal. 95% alcohol (not denatured). 

1 Quart formalin. 

1 oz. Iodine (D). 

1 oz. Potassium iodide (D). 

6 oz. Nitric acid (D). 

6 oz. Ammonium hydroxide (D). 

6 oz. Benzole or xylol (D). 

6 oz. Chloroform (D). 

% lb- Copper sulphate (D). 

% lb. Sodium hydroxide (D). 

% lb. Eochelle salts (D). 

6 oz. Glycerine (D). 

It will be found, in any course, that a few necessary ar- 
ticles and chemicals are not provided for above, but they 
will be generally of such a nature that they can be obtained 
easily in some local store, or improvised by the teacher. 
In addition, there should be, if possible, a small collection 
of typical animals and plants, many of which can be collect- 
ed locally. The teacher should make a list before school 
begins, of the laboratory material he wishes to use during 
the course and obtain it in advance. It is impossible to fur- 
nish such a list here. The local resources in zoological ma- 
terial may be well supplemented by a collection such as the 
following : 

Grantia, sea anemone, sea urchin, starfish, clam, slug, 
earthworm, sandworm, crayfish, honey bee, June beetle, 
adult and larva, cicada, locust, nymph and adult, centipede, 
garden spider, frog, two stages tadpoles. 

This collection is offered by a reliable dealer at $1.30 
(name on request). If the school is able to purchase more 
material, enough for dissection of many of the type forms 
may be obtained very reasonably. 

If money is available for equipment in physiology, much 
of it should be spent in models and charts, with a few micro 
scopic slides of typical organs. 

The Department of Biology of the University will be very 
glad to advise individual high schools as to their purchase 
of equipment. In this case special attention can be paid to 
the individual needs and resources of the school in ques- 
tion. 

5. Geology, y 2 -l unit, (Furnished by C. T. Kirk, some- 
time Professor of Geology. ) 



vol. 2, no. i. 1917] Mitchell 59 

The student should show familiarity with the principles 
of dynamic and structural geology, and some acquaintance 
with the facts of historical geology, as presented in Scott : 
Introduction to Geology ; Brigham : Textbook of Geology ; 
or Blachwelder and Barrows : I^ements of Geology, or an 
equivalent with notebook of laboratory together with field 
work. The laboratory and field work should follow one or 
more of the lines indicated below, and notebooks should be 
presented showing the character and amount of work done. 
( a ) Studies of natural phenomena occurring in the neigh- 
borhood which illustrate the principles of dynamic geol- 
ogy. Each study should include a careful drawing of the 
object and a written description of the way in which it was 
produced, (b) Studies of well-marked types of crystalline, 
metamorphic, and sedimentary rocks which will enable the 
student to recognize each type and state clearly the con- 
ditions under which it was formed, (c) Studies of the 
types of soil occurring in the neighborhood, including the 
origin of each and the cause of difference in appearance 
and fertility. 

6. Physical Geography, i/o-l unit. (Furnished by C. T. 
Kirk, sometime Professor of Geology. ) 

The amount and character of the work that should be at- 
tained may be seen by referring to the texts of Gilbert and 
Brigham, Davis, Tarr and Martin, etc. The recitations 
must be supplemented by at least an equal amount of time 
devoted to laboratory work. The laboratory exercises 
should follow one or more lines as indicated below. Each 
student should present a notebook showing what he has 
done, (a) Studies in mathematical geography in which 
map and scale only are used. These should embrace such 
topics as length of a degree of longitude in various lat- 
itudes; length and breadth of continents, etc., in degrees 
and miles; relative latitudes of places; distance between 
cities, etc., in degrees and miles; difference in length of 
parallels and meridians ; problems in time ; location of time 
belts, etc. (b) Studies of local topographical features 
which illustrate the various phases of stream work. Each 
study should include a drawing or topographic map of the 
object, and a full, clear description of the way in which it 
was formed, (c) Studies of glacial deposits as shown in 
terminal and ground moraines, kames, eskers, etc. ; distri- 



60 Bulletin University of New Mexico 



[Ed. Series 



bution of dark and light colored soils ; occurrences of lakes, 
ponds, gravel beds, clay banks, and water-bearing strips of 
sand and gravel, (d) Studies of stream work as shown in 
the topographical sheets which may be obtained from the 
United States Geological Survey at a nominal cost, (e) 
Studies of the form, size, direction, and rate of movement 
of high and low barometer areas, and the relation of these 
to direction of wind, character of cloud, distribution of 
heat, and amount of moisture in the air, as shown by the 
daily weather maps. Later these studies should lead to the 
making of weather maps from the data furnished by the 
daily papers, and to the local prediction of weather changes 
based on the student's own observation, (f ) Studies of the 
climate of various countries compared with our own, the 
necessary data being derived from such topographic, wind, 
current, and temperature maps as are found in Sydow- 
Wagner's or Longman's atlases. 

EQUIPMENT FOE GEOLOGY AND PHYSICAL GEOGRAPHY. 

A hand lens, magnet, and hammer are indispensible. These can be ob- 
tained from the Ward Natural Science Co., of Rochester, N. Y., which 
also is able to provide a case of minerals at small cost. A streak plate 
and scale of hardness are valuable and may be obtained from the Braun 
Corporation of Los Angeles or the Central Scientific Co. of Chicago. 

7. Chemistry, 1 unit, (Furnished by Professor John 
D. Clark. ) 

The instruction must include both textbook and labor- 
atory work, so organized that at least one-half of the time 
shall be given to the laboratory. The course as it is given 
in the best high schools throughout one year will satisfy 
the requirements of the University of one unit of a labor- 
atory science. The notebook, bearing the instructor's en- 
dorsement, should be presented as evidence of the actual 
laboratory work accomplished. 

So many textbooks contain a full list of the laboratory 
equipment needed for- such a course that it is not felt nec- 
essary to give such a list here. 

BOOKS ON CHEMISTRY SUGGESTED FOR A HIGH SCHOOL 
REFERENCE LIBRARY. 

Newell: General Chemistry (Heath); Newell: Descriptive Chemistry 
(Heath); Hessler and Smith: Essentials of Chemistry (Sanborn); Line- 
barger: Elementary Chemistry (Rand,McNally) ; Remsen: Introduction 
to Chemistry (Holt); Avery: School Chemistry, $1.20 (Am. Bk. Co.); 



vol. 2, no. i, 1917] Mitchell 61 

Arey: Elementary Chemistry, $0.90 (Macmiilan; McPherson and Hender- 
son: Elementary Chemistry, $1.25 (Ginn); Godfrey: Elementary Chem- 
istry (Longmans) ; Morgan and Lyman: Chemistry, an Elementary Text- 
book, $1.25 (Macmiilan); Bradbury: Inductive Chemistry (Appleton); 
Brownlee and Others: First Principles of Chemistry, $1.25 (Allyn and 
Bacon); Smith: Elementary Chemistry (Century); Blanchard and Wade: 
Foundations of Chemistry (Am. Bk. Co.); Brownlee and Others: The 
Chemistry of Common Things (Allyn and Bacon); Weed: Chemistry in 
the Home. 

The above are texts. For profitable reading in connection with a 
course in Chemistry, the following: 

Duncan: The Chemistry of Commerce; Lassar-Cohn: Chemistry in 
Daily Life; Phillips: The Eomance of Modern Chemistry; Bird: Modern 
Science Reader, $1.10 (Macmiilan); Martin: Triumphs and Wonders of 
Modern Chemistry; Butler: The Story of Paper Making; Nicolls: The 
Story of American Coals; Sadtler: Chemistry of Familiar Things; Von 
Schwartz: Fire and Explosion Risks; Baskerville: Municipal Chemistry. 

Physics, 1 unit. (Furnished by J. L. Brenneman, some- 
time Professor of Physics. ) 

If Physics is offered towards entrance to the University 
as the required unit in laboratory science, the student must 
actually have had laboratory work and must have per- 
formed at least thirty-six experiments, similar to those 
found in Millikan, Gale, or Bishop's laboratory manual. 
The student may be asked to show his notebook in order to 
receive entrance credit in this subject. If physics is offered 
as an elective science, the laboratory work will not be re- 
quired, but it is strongly advised that the laboratory work 
be in no case omitted. The class should meet at least five 
times a week, divided between at least three recitation 
periods, each of at least 40 minutes in length, and one or 
two laboratory periods of 85 minutes in length. 

When Physics is offered for entrance to the School of 
Applied Science, the course must be of the highest stand- 
ard and in order that it may be thorough, it should not be 
taken before the fourth year. The candidate is required to 
present his notebook as evidence of the quality of the work 
attained. A thorough course in Physics is indispensable 
as a foundation for the study of the various branches of 
engineering. When such a course is not to be had in the 
preparatory school the student must take it in his first 
year at the University and in such cases it is preferable 
that the candidate should offer some other laboratory sci- 
ence for entrance instead of inadequate work in Physics. 



02 Bulletin University of Neiv Mexico [Ed Series 

EQUIPMENT FOR HIGH SCHOOL PHYSICS. 

Following is a list of laboratory equipment which high 
schools should provide for students in Physics, in order that 
the work may be of standard grade. To the left is given 
in the first column the number of pieces of apparatus re- 
quired for a class of two students or where only one ex- 
periment is performed at a time. The second column shows 
the number of pieces needed if the class consists of ten stu- 
dents or more, so that four or five experiments, all differ- 
ent, may be performed at the same time. To the right are 
found the approximate minimum and liberal prices for the 
equipment necessary for a class of two students. The 
teacher must use some discretion in the selection of equip- 
ment so that it will be commensurate with the available 
sources of heat and power. Prices are omitted when they 
are indefinite. Some prices vary a great deal with market 
conditions. 

I. General Equipment. 

1 3 Meter sticks $ .25 $ .60 

1 2 Laboratory balance 10.00 20.00 

1 3 Sets iron metric weights 1.50 3.00 

1 1 Iron weight (2 kilograms) 50 1.00 

1 1 Loud ticking clock, seconds pendulum, or stop 

watch 5.00 20.00 

2 5 Pounds of lead shot , 

1 2 Battery jars, 6 " xS " 20 .40 

2 4 Pounds of mercury (market price variable 

1 1 Set tripods and clamps, wire gauze 2.00 20.00 

1 2 Vernier calipers 2.00 5.00 

1 1 Funnel 10 .50 

. . 1 1 Micrometer calipers 5.00 10.00 

1 1 Set iron weights (English) 2.00 4.00 

II. Mechanics. 

1 1 Brass disc .$ .10 $ .25 

2 4 Hollow brass cylinder, glass cover 35 .75 

1 1 Steel spheres (% " diameter, or several small ones) .25 1.00 

3 3 Spring balances (limit 2000 grams) 40 .75 

1 1 Aluminum cylinder 30 .60 

1 1 Inclined plane with pulley 90 2.00 

1 1 Carriage for inclined plane 1.00 1.50 

1 1 Mirror scale with support 60 1.00 

1 1 Spring and weight holder, for Hooke's Law 15 .30 

1 1 Demonstration balance for showing principle of 

balance 60 1.00 

1 1 Water-proof wooden cylinder 15 .50 

1 1 Force board for mounting 1 alances 1.00 3.00 

1 1 Spring balances (15 kg.) 1.50 3.00 



vol. 2, no. i. 1917] Mitchell 63 

III. Liquids and Gases. 

1 1 Glass manometer tube (for comparing density of 

liquids) .$ .25 $ 2.00 

1 1 Glass manometer tube (for measuring pressure be- 
neath surface of liquid) 20 .50 

Constant weight hydrometer tube 20 .60 

Constant volume hydrometer tube 20 .50 

Constant weight hydrometer (commercial form 

for light liquids) 35 3.50 

Wooden block, parafined 10 .20 

Boyle 's Law tube 1.25 3.00 

Evaporating dishes 30 

Dew point apparatus 1.00 2.00 

Thermometers 90 7.50 

Graduated glass cylinder (500 cc.) 1.00 2.00 

Graduated glass cylinder (100 cc.) 75 1.50 

Beakers 

Bottle with ground glass stopper 10 .25 

IV. Heat. 

Volume coefficient expansion of air $ 1.50 $ 5.00 

Steam generator 2.00 3.00 

Coefficient of expansion of metal rod or tube 50 7.00 

Calorimeters (double walled preferred) 1.00 8.00 

Bunsen burners, or some form of lamp or torch 

Grams of aluminum, brass or zinc for specific heat 

experiment 

Apparatus for pressure coefficient of gas 1.50 5.00 

Tube for mechanical equivalent of heat 50 1.00 

Oz. acetamide for showing cooling through change 

of state 

V. Electricity. 

2 4 Bar magnets $ .30 $ .80 

Iron filings 

2 2 Horseshoe magnets 30 .80 

1 4 Compasses 1.00 2.00 

1 1 Lb. No. 18 cotton covered copper wire 

1 1 Lb. No. 26 cotton covered copper wire 

1 1 Oz. German silver wire 

Two sizes steel piano wire 

1 1 Electroscope 50 5.00 

Friction set (glass rod, sealing wax, silk and 

flannel) 

1 1 Simple condenser 25 1.00 

1 1 Proof plane 25 .50 

1 2 Simple galvanometer or galvanoscope 1.00 10.00 

1 1 Student 's D 'Arsonal galvanometer 2.00 10.00 

1 1 Set resistance coils, 1000 ohms, 1 ohm, etc., bat- 
tery elements, lead, zinc, carbon, aluminum, 
iron, copper .• 

Coils to demonstrate principle of induction 1.50 3.00 



1 


1 


1 


1 


1 


1 


1 


1 


1 


1 


3 


3 


1 


1 


3 


6 


1 


1 


1 


1 


1 


4 


1 


1 


1 


1 


1 


3 


1 


1 


2 


6 


1 


5 


100 


200 


1 


1 


1 


1 


1 


2 



G4 Bulletin University of New Mexico 



[Ed. Series 



1 1 Electric bell 1.50 3.00 

2 4 Push buttons or switches 15 .60 

1 1 Toy motor 1.00 5.00 

VI. Sound. 

1 1 Tuning fork, 256 vibrations $ .50 $ 3.00 

1 1 Tuning fork, 384 vibrations .35 2.50 

1 1 Tuning fork, 512 vibrations 25 2.50 

1 1 Sonometer (attachment for inclined plane or sep- 
arate) 20 1 2.00 

1 1 Vibrograph 3.00 6.00 

1 1 Tuning fork for above 1.00 2.00 

VII. Light. 

2 4 Glass prisms $ .90 $ 1.75 

1 1 Protractor 25 5.00 

2 4 Linen testers 75 1.50 

1 2 Convex lens 30 .80 

1 1 Simple photometer 75 5.00 

5 5 Candles 10 .25 

DEMONSTRATION APPARATUS. 

While the laboratory equipment for class use is very es- 
sential in order that the student may have experience in 
actually performing the experiments, the demonstration 
equipment, handled by the teacher before the whole class, 
is a valuable adjunct in teaching Physics as it serves to 
add interest and denniteness to the theory which is being 
discussed. The second step in providing equipment should, 
therefore, be to collect an assortment of apparatus for dem- 
onstration, which is here listed under appropriate headings. 
It is intended that the appropriation be distributed among 
the various divisions of the subject and that tin 1 selections 
in each division be made from the top of the list to the bot- 
tom approximately in the order in which they occur. The 
list is not intended to be rigid or exhaustive. The teacher 
must use discretion in making selections and at the same 
time see that auxiliary equipment is on hand or provided. 
For example, an X-ray tube is of no value without some 
source of high voltage, such as an induction or Testa coil. 
The following apparatus will serve the needs of a class of 
any size : 

I. Mechanics. 

Mechanical rotator $ 5.00 $10.00 

Electrical rotator 30.00 75.00 

Inclined plane for demonstration of acceleration 4.00 12.00 

Metronome for above 2.00 5.00 



vol. 2, no. i, 1917] Mitchell 65 

Double pulley 

Triple pulley 

Set of collision balls 3.00 15.00 

Guinea and feather tube 5.00 8.00 

Litre block 50 3.00 

Metric chart 1.00 3.00 

Glass globe for rotation 1.00 3.00 

Bow and Chladni plate 3.00 5.00 

Joly spring balance 10.00 30.00 

II. Liquids and Gases. 

Siphon apparatus 



Pascal's vases $ 5.00 $12.00 

Mercury well for barometric experiment 10 .50 

Barometer tube or barometer 60 40.00 

Vacuum pump 8.00 60.00 

Globe for weighing air 

Seven in one apparatus (hydrostatic and pneumatic bellows) 6.00 10.00 

Set of capillary tubes 50 1.00 

Discs for showing adhesion of glass and water 25 .75 

Osmose cup 

Hare's apparatus for showing specific gravity of liquids. . . 1.50 5.00 
Set of tubes showing equilibrium of liquid columns of 

different shapes 50 1.00 

Glass models of hydraulic press and pumps 

Bell jars for vacuum pumpstand 

Intermittent siphon 

Cartesian diver 10 .25 

Pascal 's Law tubes 

Hydraulic ram 



III. Heat. 

Air thermometer $ .10 $ .25 

Compound bar, showing difference in expansion of two 

metals 75 1.50 

Ball and ring for showing expansion by heat 1.50 2.00 

Convection apparatus 

Pulse glass 50 1.00 

Fire syringe 1.00 3.00 

Cryophorons (require ice) 1.00 3.00 

Maximum and minimum thermometer 3.00 12.00 

Model of steam engine 

Small steam engine 

Small gas engine 

Governor for rotator 

IV. Electricity. 
1. MAGNETISM: 

Lecture table compass, mounted $ .50 $ 1.50 

Samples of hard and soft iron or steel 

Floating magnets .• 

Dip needle 2.00 4.00 



G6 Bulletin University of New Mexico [Ed. series 

2. ELECTROSTATICS: 

Electrostatic machine $15.00 $40.00 

Electroscope, well insulated 2.00 10.00 

Attachments for same 

Electrophorons 2.00 5.00 

Demonstration set on laws of electrostatics (hollow globe. 

cylinder, Leyden jars, electric whirl, stands, etc.) 40.00 

3. ELECTROKINETICS: 

Dry, gravity, and storage cells $ 2.00 $50. 00 

Electromagnet 1.00 5.00 

Dissectable electric motor 2.50 5.00 

Lecture table galvanometer 5.00 20.00 

Ampere 's frames 8.00 15.00 

Model transformer 5.00 15.00 

Telegraph set 

Telephone set 

Induction or Testa coil 4.00 100.00 

Electrolysis apparatus ' 

Voltmeters and ammeters 

Resistance boxes or postoffice box 

Hand generator or motor generator for direct current 10.00 100.00 

V. Sound. 

Siren disc $ 1.00 $ 2.00 

Wave motion apparatus 50 15.00 

Parabolic reflectors 

Bell in vacuo 2.00 5.00 

Set sympathetic forks 10.00 20.00 

Manumetric flame 3.00 15.00 

Mirror for rotation " 2.00 5.00 

Sound lens 

Singing flame apparatus 2.50 5.00 

Set tuning forks (mounted or unmounted) 5.00 75.00 

Kundt's tube 2.00 16.00 

Organ pipes 1.00 10.00 

Foot bellows 8.00 15.00 

Chladni 's plates and holder 2.00 10.00 

VI. Light. 

Hartl optical disc and accessories $15.00 $40.00 

Set color discs 1.00 3.00 

Set lenses 1.50 5.00 

Tourmaline tongs or two Nicol prisms 3.50 18.00 

CO degree prism 1.50 12.00 

Replica grating 5.00 

Demonstration lenses 1.00 5.00 

Achromatic lenses 2.00 5.00 

Projection lantern 20.00 300.00 

Heliostat 15.00 150.00 

Telescope 2.00 30.00 

Spectrum charts 1.00 10.00 

Spectroscope or spectrometer 7.00 100.00 



Vol. 2, No. 1, 1917] Mitchell 67 

VII. Radiation. 

Leslie 's differential thermometer $ 2.00 $ 5.00 

Parabolic reflectors 

Sympathetic electric resonators 5.00 15.00 

Vacuum tubes, showing phenomena of electric discharge... 1.00 50.00 

For X-ray demonstration 2.00 15.00 

Wireless telegraphy 10.00 50.00 

Geisler tubes 25 10.00 

Crooke 's radiometer 1.50 2.50 

Spinthoriscope 8.00 10.00 

Fluoroscope 5.00 12.00 

Note. — For a list of supply houses see page 19. 

PHYSICS LIBRARY LIST. 

(The books and periodicals given below are divided into elementary 
and advanced lists, the former for the use of students of average ability 
and the latter for the instructor and those students who have unusual in- 
terest in some particular phase of the subject.) 

A. Most Common Textbooks of High School Grade. 
Millikan and Gale: First Course in Physics, $1.25 (Ginn), 1913; Car- 
hart and Chute: First Principles of Physics, $1.25 (Allyn and Bacon), 
1912; Crew: Elements of Physics, $1.10 (Macmillan), 1909; Hall and Ber- 
gen: Textbook of Physics; Hoadley: Essentials of Physics, $1.25 (Am. Bk. 
Co.), 1913; Hoadley: Elements of Physics, $1.20 (Am. Bk. Co.), 1908; 
Mann and Twiss: Physics, $1.25 (Scott, Foresman), 1910; Adams: Physics 
for Secondary Schools, $1.20 (Am. Bk. Co.), 1908; Coleman: Elements of 
Physics, $1.25 (Heath), 1906; Wentworth and Hill: Textbook of Physics. 

B. Laboratory Manuals for High Schools. 

Millikan, Gale and Bishop: A First Course in Laboratory Physics for 
Secondary Schools, $0.50 (Ginn), 1914; Millikan and Gale: A Laboratory 
Course in Physics, for Secondary Schools, $0.40 (Ginn), 1906; Adams: 
Physical Laboratory Manual for Secondary Schools, $0.75 (Am. Bk. Co.), 
1909; Gage: Physics Laboratory Manual; Chute: Physical Laboratory 
Manual; Coleman: New Laboratory Manual of Physics, $0.60 (Am. Bk. 
Co.), 1909; Chester, Dean and Timmerman: Laboratory Manual; Hoadley: 
Practical Measurements in Electricity and Magnetism, $0.75 (Am. Bk. 
Co.), 1904; Twiss: Laboratory Manual; Everett: Illustrations of C. G. S. 
System of Units, $1.25; (Macmillan) ; Nichols, Smith and Thurton: Man- 
ual of Experimental Physics. 

C. Texts of College Grade* for Reference. 

Duff: Textbook of Physics (Blakiston's), 1912; Reed and Guthe: Col- 
lege Physics (Macmillan), 1915; Barker: Physics; Daniell: Principles of 
Physics; Hastings and Beach: General Physics; Carhart: University 
Physics; Wood: Physical Optics; Preston: Theory of Heat; Hoskins: 
Textbook of Hydraulics. 

D. Easy General Reading. 

Cajori: History of Physics (Macmillan); Casson: History of the Tel- 
ephone; Bowie: Practical Irrigation; Bishop: The Panama Gateway; 



68 Bulletin University of New Mexico [Ed - Series 

Lodge, Sir Oliver: Electrons: The Nature of Negative Electricity (Mac- 
millan); Schuster: Progress of Physics During 32 Years (1875-1908) 
(Cambridge Press); Cox: Beyond the Atom (Cambridge Press); Duncan: 
The New Knowledge (Radio-activity, electrons, etc.). 

E. More Advanced General Reading. 

Rutherford: Radio- Activity; Thomson: Conduction of Electricity 
Through Gases (Cambridge Press); Campbell: Modern Electrical Theory 
(Electrons) (Cambridge Press); Soddy: Chemistry of the Eadio- Active 
Elements, Parts I and II (Longmans) ; Miehelson: Light Waves and Their 
Uses (University of Chicago Press); Richardson: The Electron Theory of 
Matter (Putnam); Burgess and Le Chatelier:The Measurement of High 
Temperatures; Franklin: Electric Lighting; Ferguson: Elements of Elec- 
trical Transmission; Kershaw: Electro-Metallurgy (Von Nostrand) ; 
Jansky: Electrical Meters (McGraw, Hill) ; Harding: Electric Railway 
Engineering (McGraw, Hill); Buck: The Electric Railway (McGraw, 
Hill). 

F. Periodicals. 

PART I. HIGH SCHOOL GRADE. 
School Science Monthly; School Science and Mathematics, $2.00; 
Scientific American, $3.00; Scientific American Supplement, $5.00; Pop- 
ular Mechanics, $1.50; Popular Science Monthly and Popular Electricity, 
$1.50; Illustrated World (formerly Technical World), $1.50. 

PART II. COLLEGE GRADE. 

I. Physics. — Physical Review, $6.00; Astrophysical Journal; Phil- 
osophical Magazine, $5.00; Science, $5.00. 

II. Electrical Engineering. — Electrical World, $3.00; Electrical Re- 
view and Western Electrician, $3.00; General Electrical Review, $2.00; 
Electric Journal, $2.00; London Electrician, $8.00. 

III. Civil Engineering. — Engineering News, $5.00; Engineering Rec- 
ord, $3.00. 

GROUP VB. 
NON-LABORATORY SCIENCES. 

This group consists of any subject contained in Group 
5A, if given with inadequate laboratory facilities and prac- 
tice, and also general science, astronomy, and psychology. 
Ordinarily, courses in these last three subjects are given 
negligible laboratory work, but it is possible that general 
science and astronomy be taught with adequate laboratory 
and practice and thus be classified as laboratory sciences. 

1. General Science, V 2 unit. 

There exists up to the present time such a variety of 
opinion on what the content and aim of a course in general 
science should be and as yet no standardization for such a 



vol. 2> no. i, 1917] Mitchell 69 

course has been reached. Courses up to this time exhibit 
a tendency to develop superficiality, for the student is lia- 
ble, after taking such a course, to feel that he has a much 
broader acquaintance with the sciences than he actually 
possesses. The Faculty of the University, therefore, are of 
the opinion that the subject of general science should re- 
ceive recognition and credit for entrance to the University 
only after the student, who applies for credit in this sub- 
ject, gives evidence that he has derived real benefit from the 
course which he has pursued. 

2. Astronomy, y 2 unit. 

A high school course in this subject should aim not only 
to impart a knowledge of the descriptive matter in a good 
textbook, but also some practical familiarity with the ge- 
ography of the heavens, with the various celestial motions, 
and with the positions of the heavenly bodies conspicuous 
to the naked eye. The textbook should be supplemented 
by charts, maps, and observations with the telescope. 

BIBLIOGRAPHY FOR ASTRONOMY. 

Ball: Elements of Astronomy, $0.80 (Macmillan); Ball: Star-Land, 
$1.00 (Ginn); Bowen: Astronomy by Observation, $1.00 (Am. Bk. Co.); 
Byrd: Laboratory Manual in Astronomy, $1.25 (Ginn); Green: Introduc- 
tion to Spherical and Practical Astronomy, $1.50 (Ginn) ; Lockyer: Astron- 
omy, $0.35 (Am.Bk. Co.); Lowell: Evolution of Worlds, $2.50 (Macmil- 
lan); Milham: How to Identify the Stars, $0.75 (Macmillan); Newcomb: 
Elements of Astronomy, $1.00 (Am. Bk. Co.); Steele: Popular Astronomy, 
Revised by Todd, $1.00 (Am. Bk. Co.); Todd: New Astronomy, $1.30 (Am. 
Bk. Co.); Upton: Star Atlas, $2.00 (Ginn); Willson: Laboratory Astron- 
omy, $1.25 (Ginn); Young: Lessons in Astronomy, $1.25 (Ginn) (Note: 
This is an elementary textbook.) ; Young: General Astronomy, $2.75 
(Ginn) (Note: This is advanced. Serviceable for reference.) 

3. Psychology, y 2 unit. ( Furnished by Professor D. A. 
Worcester.) 

Students who expect to attend college are advised not to 
take Psychology in high school, but the subject is accepted 
towards entrance to the University as an elective science. 
One-half unit is allowed for the completion of some such 
textbook as Halleck: Psychology and Psychic Culture, or 
Pillsbury : Essentials of Psychology. 

REFERENCE LIBRARY FOR TEACHERS. 

Angel: Psychology (Holt); James: Psychology, Briefer Course 
(Holt); Colvin: The Learning Process (Macmillan); Claparede: Experi- 
mental Psychology (Longmans); Kirkpatrick: Fundamentals of Child 
Study (Macmillan). 



TO Bulletin University of New Mexico [Ed - Series 

LIST C. 

This list consists of various industrial subjects and mu- 
sic. A maximum of four units is accepted towards en- 
trance to the University as elective offerings and the max- 
imum amount that is acceptable in each subject of the list 
is indicated in each case. 

1. Agriculture, y 2 -2 units. (Furnished by the New 
Mexico College of Agriculture and Mechanic Arts, State 
College, New Mexico. ) 

The past few years have seen a widespread movement for 
the introduction into the rural and high schools of the 
country subjects relating to agriculture. New Mexico is not 
far behind the other states in this matter, yet there is no 
manual or outline for the teacher to follow in giving these 
courses. 

Agriculture is. a progressive science, covering a large and 
broadening field. Therefore, the courses must be more or 
less elastic, for the things that apply today may be obso- 
lete tomorrow. That is to say, hard and fast rules can not 
be used in agriculture as in mathematics or engineering, 
but there are principles upon which the rules can be based. 

Agriculture is too complex for all its details to be mas- 
tered by one person. The expert in crops or soils may not 
possess more than a general knowledge of livestock, fruit- 
growing, or dairying ; therefore, some sort of outline must 
be followed with a view of standardizing the study. The de- 
velopment of agricultural high schools and agricultural 
courses in the regular high schools has been so rapid in the 
past few years that instructors with suitable training have 
been hard to secure, and consequently instructors without 
the necessary training in the fundamentals of scientific ag- 
riculture have attempted to teach the subject with the in- 
evitable result — failure to stimulate interest in the stu- 
dents. The benefits that the students get from the study of 
agriculture depend to a large extent on the instructor; if 
he has had good training and is enthusiastic he will be sure 
to stimulate interest in his pupils and the resulting good 
will be great, but if he has to confine himself to the text or 
outline he will find that the benefits the pupils derive from 
such a course will be few. 

As agriculture is being taught in such a limited number 



vol. 2, no. i, 1917] Mitchell 71 

more than a one-year course : this is to be given either in 
the third or fourth year of high school. However, as time 
goes by and agriculture is introduced into more of the 
schools and competent instructors are employed to teach 
this subject, it will be necessary to revise this course and 
in all probability make it a three- or four-year course. 

There are several books on general agriculture that fit 
the needs of such a course particularly well. They have 
been in most instances prepared by men well fitted to do 
this kind of work and in the majority of cases they are 
simply compilations of the works of a large number of ex- 
perls. The following are probably the best suited for this 
kind of a course : Warren : Elements of Agriculture ; Fer- 
guson and Lewis: Elementary Principles of Agriculture; 
Burkett, Stevens and Hill : Agriculture for Beginners ; and 
Waters: The Essentials of Agriculture. The last named 
book, Waters : Essentials of Agriculture, published by Ginn 
& Company, seems more nearly to meet the needs of New 
Mexico schools than any of the others. It is more of a 
Western book. 

One other feature needs comment. The laboratory exer- 
cises that are given are merely suggestive, since in the class- 
room special emphasis should be given to the particular 
crops that are of most importance in the region where the 
instruction is given. Frequent visits should be made to the 
farms in the vicinity and as many of the crops and agri- 
cultural practices as possible studied at first hand. Small 
plots of some crops not common in the community may well 
be grown on the school farm to supply illustrative mate- 
rial. A few chickens, a pig, or a sheep may be easily kept 
near the schoolhouse and the pupils taught the proper 
method of caring for them. 

The following suggestions may be helpful to the teacher: 

1. The success of the work depends laragely upon YOU. 

2. Decide upon the exercise you are going to give before 
going to class. Work it over carefully so you can speak 
with authority. 

3. Have each pupil provide himself with notebook and 
pencil with which to keep a record of the work he does. 
This record should include: Date, object of experiment, 
directions, and results. See that the record is neatly kept. 

4. Keep a similar record for yourself. 



72 Bulletin University of New Mexico [Ed Series 

5. Choose only such exercises as you think are adapted 
to your community. 

6. Do not be afraid to interest parents in the questions 
that will arise from time to time. 

7. With the help of the students devise exercises that 
appeal to them. 

( Note. — The Faculty of the New Mexico College of Ag- 
riculture and Mechanic Arts, State College, New Mexico, 
will be glad to answer any questions and offer suggestions 
to any instructor who may be interested in introducing ag- 
riculture into the public schools of the State. ) 

SUGGESTED ONE-YEAR COURSE. 

A. CROPS. 

EXERCISE 1. 

TO SHOW HOW PLANTS TAKE UP FOOD MATERIAL FROM 
THE SOIL. 

Equipment: Small glass tube or funnel with a long stem; a piece of 
bladder or parchment paper; some sugar or molasses; a glass can, or wide- 
mouthed bottle. 

Method : Soak the bladder or parchment in water until 
soft, stretch the membrane over the end of the funnel and 
hold it securely by wrapping with waxed thread. Now fill 
the funnel with a strong sugar solution or with molasses, 
until the liquid stands about one inch in the stem. Partly 
fill the jar with water and insert the funnel until the water 
on the outside is at the same level as the molasses or sugar 
solution on the inside of the funnel. In a short time the 
solution will be seen to rise above the level of the water in 
the jar and after a time overflow at the top of the stem if the 
funnel is not too long. 

Discussion : This increase in the volume of molasses or 
sugar solution is due to the entrance of water through the 
bladder or parchment membrane. There is a slow move- 
ment in the opposite direction, but, since the water moves 
through the membrane much more rapidly than the molas- 
ses or sugar, there is a rapid increase in the volume of the 
liquid on the inside of the funnel. This movement through 
the membrane will continue until the solution on the in- 



vol 2> no. i, 1917] Mitchell 73 

side has the same strength or concentration as that on the 
outside. The exchange of liquids through membranes is 
called osmosis. By this process the fine root hairs of the 
plant are able to secure a large amount of water from the 
moist soil. The thin wall of the root hair corresponds to 
the bladder or parchment membrane, the cell sap to the 
sugar solution, and the soil moisture to the water in the 
jar. The sap is more concentrated than the soil solution on 
the outside of the hair, hence the water in the soil moves 
through the cell wall just as the water in the jar moves 
through the membrane and into the sugar solution. 

Sprout some grains of corn and wheat between layers of 
dark flannel and note the very fine hairs which develop just 
back of the growing root tip. The moisture which enters 
the plant through the 'root hairs carries in solution certain 
food materials which are essential for the development of 
the plant. The moisture passes up through the plant and 
much of it is evaporated from the leaves after having per- 
formed its function as a carrier of food materials from the 
soil through the plant to the leaf. The food materials car- 
ried by the water are left behind in the leaf, where they are 
combined with substances from the air to form the tissues 
of the plant, including roots, stems, leaves, and seeds. 

EXERCISE 2. 

TO SHOW THE AMOUNT OE MOISTURE 
RETAINED BY PLANTS. 

Equipment: A pair of scales and a drying oven. 

Method : Dig up enough clover or corn plants from the 
field to weigh about five pounds ( a single plant may be suf- 
ficient) . Weigh carefully and record the weight. Place the 
material in a shallow tray or pan, set the pan in bright sun- 
light until the contents are thoroughly dry and again 
weigh. Subtract this weight from the original weight and 
calculate the per cent of moisture lost. 

How many pounds of green clover are necessary to make 
a ton of cured hay? How much dry com fodder in a ton of 
green corn plants? 

Place the dried plants in a drying oven and see if more 
water can be driven off. 



74 



Bulletin University of New Mexico [Ed. series 



KIND OF PLANT 


GREEN WEIGHT 


SUN-DRI ED 


OVEN-DRIED 


PER CENT OF 

MOISTURE IN THE 
GREEN PLANTS 











































Discussion : We have already found that a large part of 
the water taken up by the roots is evaporated from the 
leaves of the plant, leaving behind the food material which 
it carried in solution from the soil. We now see that a suffi- 
cient amount of water is retained to make up a large per- 
centage of the total green weight of the plant. When the 
loss by evaporation from the leaf surface is more rapid than 
the water can be supplied from the soil, the plant soon wilts 
and ceases to grow. It has been found that our ordinary 
plants take up from 300 to 500 pounds of water for every 
pound of dry matter produced by them. 

From an experiment in New York State it was found that 
a field of oats used 522 pounds of water for each pound of 
dry matter produced: corn 234 pounds; and potatoes 423 
pounds. 

The evaporation of the water from the surface of the 
leaf is known as transpiration. 

In addition to the large amount of water which leaves the 
soil through the plant, there is a constant loss of water 
by direct evaporation from the surface of the soil. 

EXERCISE 3. 

TO SHOW THE PROPER DEPTH FOR PLANTING. 

Equipment: A case consisting of two panes of glass placed about oue- 
half inch apart and held in position by means of a wooden frame. 

Method : Put an inch or two of soil in the bottom of the 
glass case and then place a kernel of coin on top of the soil 
close up to the glass. At the other end of the case a bean 
may be planted in the same manner. Now put in an inch 
of soil and again plant a kernel of corn and a bean, contin- 



Vol. 2. No. 1, 1917] Mitchell 75 

uing the operation until the ease is full of soil to within an 
inch of the top. Water the soil thoroughly, cover the glass 
sides with black cloth or paper to exclude the light and set 
the case aside until the seeds have germinated. Other seeds 
than corn and beans may be included in the exercise. 

Discussion : Seeds which are small and fine must not be 
deeply covered with earth, for, if they are, the weak germ 
which they contain will not be strong enough to reach the 
light and air. Large seeds, however, which contain a con- 
siderable quantity of stored material, as in the case of peas 
and beans, may be planted quite deeply. In fact, peas, 
which do not force the seed leaves out of the ground, should 
for the best results be planted from three to five inches in 
depth, while beans, which have a different method of ger- 
mination, forcing their seed leaves out of the ground, 
should not be planted too deeply, for, as in the case of soils 
which are clayey and compact in nature, there will not be 
sufficient power in the growing stem of the bean to force 
the seed leaf from the soil and out into the light. The depth 
of planting, therefore, must be regulated by the habit of 
growth of the plant. 

EXERCISE 4. 

TO TEST THE VITALITY OF SEED CORN. 

Equipment: Fifty ears of corn; a germination box; sand or sawdust 
sufficient to fill the box; a piece of muslin 10x20 inches. 

Method : dumber the ears and place them in consecutive 
order on a table or a bench where they will remain undis- 
turbed until the close of the exercise. The germination box 
may be constructed at the school or home of one of the pu- 
pils. It consists of a shallow wooden box 3x10x20 inches 
inside measurement. Along all four sides of the box are 
saw cuts one inch deep and two inches apart. The germin- 
ator is prepared by filling the box to within one inch of the 
top with moist sand. The surface, having been leveled and 
compacted by means of a smooth block of wood, is marked 
off into small squares 2x2 inches, by means of a cord which 
is laced back and forth through the saw cuts in the edge of 
the box. Beginning in the upper left-hand coiner, the 
squares are numbered from one to fifty. 

Commencing with ear No. 1, remove six kernels, two near 
the butt on opposite sides, two near the middle and two 



70 



Bulletin University of New Mexico [Ed Serie8 



near the top. Place the six kernels in regular order, germ 
side up, in the germinator in Square No. 1 and proced with 
Ear No. 2 in the same manner, placing the kernels from it 
in Square No. 2. Repeat this process until all of the ears 
have been sampled. 

After the grains are all in place cover the surface of the 
sand with a square of muslin and add sand until the box 
is level full. Moisten the sand thoroughly and keep it wet 
throughout the exercise. 

The germinator should be kept at a temperature of 70° to 
80° F. during the day, but at night it may fall to 50° or 60° 
without harm. At the end of five or six days the cloth 
should be carefully rolled back in order to expose the 
squares for inspection. Count the grains that have germin- 
ated in each square and record the numbers in the follow- 



ing diagram 


















1 


2 


3 


4 


5 


6 


7 


8 


9 


10 


































































i 















After careful examination, discard the ears whose num- 
bers correspond to the square in which the grains did not 
grow or where germination was weak and unsatisfactory. 

Discussion : It matters not how much food is available 
to the plants, how well prepared the seed bed, or how great 
the amount of moisture conserved, the best results cannot 
be obtained unless good seed is planted. Heretofore, much 
more rapid advancement has been made toward cultural 
methods than toward the securing of good seed. Many have 
never stopped to consider what constitutes good seed. In 
good seed there must be present in the germ that which we 
call life, or, as we commonly say, the seed must have vital- 
ity. Very few do more than look at an ear to determine its 
vitality. This is a great mistake and frequently results in 
a poor stand and a low yield. Without a perfect stand, the 
largest possible yield cannot be expected. If time is taken 
to count the stalks in one hundred consecutive hills, the 



vol. 2, no. i, 1917] Mitchell 77 

average corn grower will doubtless be surprised to find far 
from a perfect stand. He will probably find not more tlian 
75 per cent or 80 per cent of the stalks that should be 
there. With such a stand and an allowance of from 5 per 
cent to 10 per cent for barren stalks, some explanation can 
be made for the low yield. There are on the average ear 
about 900 kernels suitable for seed. If out of every hundred 
ears planted four or five lack vitality, it will mean at least 
2,000 fewer stalks in the field per 100 seed ears planted. 

EXERCISE 5. 

SMUT IN SMALL GRAINS. FORMALIN TREATMENT. 

Equipment: A small amount of smutted wheat, oats, or barley; small 
amount of formaldehyde and plenty of clean water, together with a 
barrel or tub. 

Method : Mix one pint of formaldehyde with 40 gallons 
of water (or a proportionate amount of each) in a barrel 
or tub. The seed may be dipped into the solution in a bas- 
ket or sack, or the solution may be sprinkled upon the seed. 
The essential point is that all the kernels are thoroughly 
wet. Dry the seed as soon as possible after treatment. 

Discussion : The formalin treatment of seed to prevent 
smut is simple, cheap, and effective. It will prevent (1) 
stinking smut or closed smut of wheat, (2) loose smut of 
oats, (3) covered smut of oats, (4) covered smut of barley. 
Farmers should treat their seed wheat, seed oats, and seed 
barley every year. The cost of treating sufficient is small 
and the loss due to smutted grain is very large. 

N t e . — in using the formalin treatment for oat smut, it 
is advisable to have the temperature of the water above 50° 
F., some authorities stating that is the water is colder than 
this the treatment will not be effective in this grain for 
smut. 

B. SOILS. 

EXERCISE 6. 

TAKING SOIL SAMPLES IN THE FIELD. 

Equipment: One soil auger, six feet long, with an extra three-foot 
extension; one yard of oilcloth. 

Method : Select a place in the field that is representative 
of that particular area. Clean with care all trash and or- 
ganic matter from the surface. Insert the soil auger by 



78 Bulletin University of New Mexico [Ed Series 

tinning to a depth of four inches and just before lifting 
give a slight upward turn to sever the connection below. 
Hold over a piece of oilcloth while removing the soil. Re- 
insert the auger and repeat the operation until a depth of 
one foot is readied. If a sample is desired the soil from the 
entire hole should be mixed on the oilcloth and an aliquot 
or the entire sample placed in an airtight container. The 
operation may be repeated for the second, third, fourth 
foot, if desired. 

Discussion : ( Jompare the difference between the surface 
soil and the subsoil. How do they differ? Describe each 
carefully. Xotice especially the difference in color, texture, 
and content of organic matter of the different one-foot sec- 
tions. 

Study the work of the various soil-forming agencies 
which you find and discuss clearly and fully the part which 
each of these different actions plays in the formation of 
soils. 

EXEECISE 7. 

DETERMINATION OF CAPILLARY MOISTURE IN FIELD 
SAMPLES. 

Equipment: One soil auger, six feet long; one piece of oilcloth; soil 
cans according to the number of students (6 for each student); one bal- 
ance, sensitive to 1-10 gram. 

Method: Take samples of soils that have undergone 
treatments in the same manner as described in the previous 
exercises. One-foot sections down to the desired depth 
should be taken. Place these samples in previously 
weighed, air-tight soil cans and immediately remove to the 
laboratory. Weigh the samples on torsion balances. Re- 
move the lid and allow to dry at room temperature until 
they cease to lose weight. Determine the loss of capillary 
moisture from each foot. 

Calculate the capillary moisture in per cent of air dry 
weight, per cent of wet weight, pounds per cubic foot, and 
surface inches. 

EXERCISE 8. 

SOIL TEXTURE STUDIES. 

Equipment: Samples of sandy loam, sand, silt loam, clay loam, adobe 
clay, loess; evaporating dishes of containers according to the number of 
students; hand lens; test tubes and racks according to the number of 
students. 



vol. ,>. xo. i. 1917] Mitchell 79 

Method: Learn the fee] of the following' soils when dry 
and when wet to a dough : sandy loam, sand, silt loam, elay 
loam, adobe elay, loess. 

Take six small dishes and place in each about ten grams 
each of the soils above mentioned. Become perfectly famil- 
iar with tlie feel of each of these by going from one to the 
other several times. 

Make a hollow in the soil and add a few drops of water, 
enough to make a portion of it into a stiff dough after it 
has stood a couple of minutes. Take a portion of each of the 
moist soils and rub between the thumb and fingers. By aid 
of the feel and color when wet and dry, learn to distinguish 
the various types. 

Spread small samples of each of the dry soils on a glass 
plate and examine carefully with a hand lens. Note what 
types are composed of soil grams well coated with humus. 
What are some of the minerals that you recognize? What 
minerals predominate in the various soils? In what types 
is there a tendency on the part of the soil particles to 
group together? 

Obtain as many test tubes as there are samples of soils 
and place into each tube approximately one gram of one 
kind of soil. To the samples thus obtained, add water until 
the test tubes are half full. Shake thoroughly and allow 
to settle. Note the varying rapidity of the different soils 
to settle and from your observation conclude which types 
of soil contain the larger particles in predominating 
amounts. 

EXERCISE 9. 
CAPILLARY MOVEMENT OF WATER IN SOILS. 

Note: — To be performed by the entire class or as a demonstration by 
instructor. 

Equipment: Six glass tubes, 6 feet long and Vo, inch diameter; one 
nest of sieves, 20, 40. 60, 80, 100 mesh; different soil types; funnel stand 
or ring stands for holding tubes upright; cheesecloth for tying over ends 
of tubes; shallow pans to hold water. 

Method : The following soil types will be used in this ex- 
periment : coarse sand, fine sand. Hue sandy loam, silt loam, 
clay loam, elay. Fill one glass tube with each of the above 
soil type's. The tubes should be about <) feet long and one- 
half inch diameter. The tubes should all be compacted the 
same so as to make the results comparable. With the ex- 



80 Bulletin University of New Mexico [Ed Series 

ception of the coarse and fine sand, they should all be sifted 
through a 60-mesh sieve. The coarse sand should be what 
is caught on a 40-mesh and the fine sand that which passes 
through an 80-mesh. 

Place the tubes in water and observe the height to which 
the water has risen at the end of 15 minutes, 30 minutes, 
1 hour, 2 hours, 3 hours, 6 hours, 24 hours, 2 days, 3 days, 
4 days, 5 days, 6 days, 7 days, 2 weeks. 

Record the data in tabular form and plot curves, using 
time as abscissa and height as ordinates. 

C. POULTBY. 
EXERCISE 10. 

STUDY OF AN EGG. 

Equipment: For this work, a few saucers, a collection of the different 
sorts of eggs to be investigated, and an ordinary reading glass constitute 
the necessities. 

Objects: To observe the differences in the contents of 
fresh and stale eggs and fertile and infertile eggs before 
and after incubation. To observe the different parts of an 

Cg°". 

Procedure: Examine each egg, by candling, to observe 
the appearance before breaking the shell. Note the air 
cell of each egg. Carefully break each egg into a separate 
saucer. Note appearance of each class of egg. In a strictly 
fresh egg, find the cuticle, shell, outer and inner membrane, 
liquid albumin, dense albumin, chalaza, viteline membrane, 
dark yolk, white yolk, and blastoderm. In an egg that has 
been under incubation for twenty-four hours find the area 
pellucida, area opaca, and the primitive streak. A hard- 
boiled egg should also be examined, as in it some parts are 
more easily distinguished than in a raw egg. 

D. DAIRYING. 
EXERCISE 11. 

MILK TESTING. 

Equipment: A four-bottle Babcock test outfit: 1 four-bottle tester; 
six whole milk test bottles (6 in. 8%); six cream test bottles (18 gm., 6 
in. 30%); six skim milk test bottles; three milk testing pipettes (17.6 
c. c.) ; three milk testing pipettes (18' c. c.) ; two acid measures (17.5 c. e.) ; 
one small Quevenne lactometer; two dairy thermometers; three test bottle 
brushes; ample supply of Commercial Sulphuric Acid, Sp. Gr. 1.82; one 
copy of "Milk and Cream Testing" (with outfit). Estimated cost, $12.00. 



vol. 2, no. i, 1917] Mitchell 81 

Purpose : To determine the per cent of butterfat in whole 
milk, cream, and skim milk, also many other dairy prod- 
ucts. 

We would suggest that the instructor in charge of this 
work follow the work as outlined in the copy of "Milk and 
Cream Testing." It would be well to have the students ex- 
periment with milk and cream in order to determine the 
keeping qualities as governed by temperature and clean- 
liness. 

Discussion : Since most of the milk and milk products 
are marketed on a fat percentage basis, it is most import- 
ant that the student acquire and remember some of the im- 
portant features of the test whereby the per cent of fat is 
determined. The test that is used universally in making- 
fat percentage determinations was worked out by Dr. Bab- 
cock, and though simple and easy to operate, it is very ac- 
curate and reliable if properly handled. The principle upon 
which the Babcock test is based is that of centrifugal force ; 
the fat being lighter, rises in the neck of the test bottle, 
which is graduated, making it possible to read the per cent 
of fat in the bottle, direct, thereby simplifying the opera- 
tion. 

Students should realize the importance of the Babcock 
test and its relation to modern methods of dairying. The 
Babcock test and the milk «eales are the only satisfactory 
means of determining the relative value of any herd of 
dairy cows. If the number of pounds of milk a cow gives 
in one year and the average per cent of fat it contained are 
known, the pounds of butter-fat may be determined by 
simple multiplication. Knowing the pounds of butter-fat 
produced in one year, it is well to divide the amount by 
82.5 (per cent of fat in butter) and thereby obtain the 
pounds of butter the animal produced during the year. The 
value of the finished product at 30 cents per pound, less the 
cost of feed and management, should show a profit; but 
this is not always true. The cow may be a poor producer 
and not even pay for her keep, and this fact can be deter- 
mined accurately only by weighing the milk and applying 
the Babcock test. 



S2 Bulletin University of Neiv Mexico [Ed - Series 

E. HORTICULTURE. 

EXERCISE 12. 

PLANT PROGAGATION. 

Equipment: Pruning knife; budding knife; grafting knife; bundle of 
raffia; wrapping twine; grafting wax; some seedling apples and peaches, 
one year old; and a few of the common garden or field seed. 

Method : Plant the different seeds in tomato cans which 
have had the bottoms punctured in many places with a 
small nail or some similar object. These perforations are 
for the purpose of allowing drainage. 

Cuttings : Some time during the early spring secure 
some small branches, preferably of Cottonwood or willow, 
about the size of a pencil. Cut into lengths of from four to 
six inches. Tie in small bundles and bury in a moist, cool 
place about a foot deep. Lay some of the cuttings horizon- 
tally, place some top end down, and some in the position in 
which they grew, that is, tops up. On taking the cuttings 
up in the late spring (when buds begin to open on plants 
from which cuttings were taken) notice that the inverted 
cuttings will generally have more root, especially if they 
are covered only two to four inches and kept moist. These 
are called hard-wood cuttings. 

Take the top of a geranium, three or four inches long, or 
the tip of a sweet potato that has been started in a bottle, 
and stick the lower end in moist soil one or two inches 
deep. Eemove all the leaves except two or three at the tip 
of the plant. Keep soil moist. These are soft-wood or her- 
baceous cuttings. 

Discussion : The white substance at the end of the hard- 
wood cuttings when taken out of the ground is called the 
callus. It is formed by a readjustment of cells and it not a 
growth. It is for the purpose of sealing the ends of the cut- 
ting to prevent the loss of moisture. The roots formed on 
the inverted cuttings better because they receive more heat. 
Plants require moisture, heat, and air for development. 

Graftage : Grafting and Budding. Secure some branches 
of apple from a neighboring orchard and bury about a foot 
deep in a trench. This may be done at the same time the 
small trees are heeled-in, in fact, the small trees may be 
placed in one end of the trench and the branches in the 
other. The apple branches obtained for this purpose should 



vol. 2, no. i, 1917] Mitchell 83 

be straight, smooth, last year's growth, and about the size 
of a lead pencil. When treated in the above described man- 
ner, the branches and little trees will keep for four to eight 
weeks. 

Select a branch and a tree about the same size. Cut the 
tree off about an inch below the ground line, or where the 
top of the ground came to when the tree was growing, hold- 
ing the root of the tree in the hand. The part left in the 
hand is called the stock. The cuts should be about an inch 
long and straight. Cut butt end of branch to match the 
stock and cut it off to about six inches in length. This is 
the scion. Now make a cut, parallel to the grain of the 
wood, about one-third way from point to heel of bottom 
scion and stock and about five-eighths of an inch deep. 
Place scion and stock together so that the tongue of each 
fits into the slit of the other and wrap with waxed cord. 
Bury in moist soil about a foot deep and a union should be 
formed by spring. 

Budding : Take some small trees or branches as soon as 
the sap rises or any time while sap is up. Make a T-shaped 
cut in the tree, just through the bark, about four inches 
from the ground line. Make the stem of the T first and 
have it about three-fourths of an inch long, then holding 
the knife at an angle so that it raises the bark some, make 
the other cut, Take a small branch in hand, so that the tip 
is turned toward operator, start about one-half of an inch 
below the bud and make a straight cut so as to come out 
about three-eighths of an inch above the bud. If done prop- 
erly, the bud will be held between the thumb and knife 
blade. Open the T-shaped cut called the matrix and insert 
the bud, pushing it clear by placing the back of the knife 
blade on the leaf-stock. Tie with raffia. Budding is gen- 
erally practiced on stone fruits, but is more successful on 
the pomaceous fruits, as the apple. 

REFERENCE LIBRARY FOR AGRICULTURE. 

A. Soils.— Whitson and Waist er: Soils and Soil Fertility (Webb Pub- 
lishing Co.); Hilgard: Soils (Macmillan); C. W. Burkett: Soils (Orange 
Judd Co.); F. H. King: Soil Management (Mrs. F. H. King, Madison, 
Wis.); Lyon, Fippin and Buckman: Soils (Macmillan). 

B. Manures and Fertilizers. — Wheeler: Manures and Fertilizers 
(Macmillan); Hopkins: Soil Fertility and Permanent Agriculture (Ginn); 
Van Slyke: Fertilizers and Crops (Orange Judd Co.); Thorn: Farm Man- 
ures (Orange Judd Co.). 



84 Bulletin University of Neic Mexico 



[Ed. Series 



C. Irrigation and Dry Farming. — Widtsoe: Principles of Irrigation 
(Macmillan); Fortier: Use of Water in Irrigation (McGraw-Hill Co.); 
Widtsoe: Dry Farming (Macmillan); Campbell: Soil Culture Manual (The 
Campbell Soil Culture Co.). 

D. Farm Management. — Card: Farm Management (Doubleday, Page 
& Co.); Warren: Farm Management (Macmillan); Boss: Farm Manage- 
ment (Lyon & Charnan) ; Hunt: How to Choose a Farm (Macmillan); 
Doane: Sheep Feeding and Farm Management (Ginn). 

E. Field Crops. — Carleton: The Small Grains (Macmillan); Wilson 
and Warburton: Field Crops (Webb Publishing Co.); Hunt: Forage and 
Fibre Crops (Orange Judd Co.); Hunt: Cereals in America (Orange Judd 
Co.); Spillman: Farm Grasses of the United States (Orange Judd Co.); 
Hitchcock: A Textbook of Grasses (Macmillan); Voorhees: Forage Crops 
(Macmillan); Lyon and Montgomery: Examining and Grading Grains 
(Ginn); Dugar: Southern Field Crops (Macmillan); Piper: Forage Plants 
(Macmillan); Montgomery: The Corn Crops (Macmillan). 

F. Animal Husbandry. — Plumb: Types and Breeds of Farm Animals 
(Ginn); Henry: Feeds and Feeding (Author, Madison, Wis.); Jordan: 
The Feeding of Farm Animals (Macmillan); Reynolds: Veterinary 
Studies (Macmillan); Burkett: The Farmer's Veterinarian (Orange Judd 
Co.); Harper: Animal Husbandry for Schools (Macmillan); Mumford: 
Beef Production (Author, Urbana, 111.); Dietrich: Swine (Breeder's Ga- 
zette); Wing: Sheep Farming in America (Breeder's Gazette); Craig: 
Livestock Judging (Kenyon Co., Des Moines, Iowa). 

G. Dairying. — Michels: Dairying (Author, Clemson College, S. C.)j 
Eckles: Dairy Cattle and Milk Production (Macmillan); McKay and 
Larsen: Principles and Practices of Buttermaking (Wiley & Sons); Wing: 
Milk and Its Production (Macmillan). 

H. Poultry. — Lewis: Productive Poultry Husbandry (Lippincott); 
Kaupp: Poultry Culture (Saunders Co.); Watson: Farm Poultry (Mac- 
millan); Lewis: Poultry Laboratory Guide (Macmillan); Lewis: Poultry 
Keeping (Lippincott). 

1. General. — Bailey: Cyclopedia of American Agriculture (Macmil- 
lan); Waters: Essentials of Agriculture (Ginn); Warren: Elements of 
Agriculture (Macmillan); Lipman: Bacteria in Relation to Country Life 
(Macmillan); Burkett, Stevens and Hill: Agriculture for Beginners 
(Ginn); King: Physics of Agriculture (Mrs. F. H. King, Madison, Wis.); 
Duggar: Plant Physiology (Macmillan). 

J. Periodicals.— Breeder's Gazette, Hoard's Duiryman, Better Fruits, 
Wallace's Farmer, Reliable Poultry Journal, California Cultivator. 

K. Bulletins.— Publications of the U. S. Department of Agriculture; 
Publications of the various State experiment stations. 

2. Home Economics, y 2 -3 units. 

The terms "Horn e Economics" and "Domestic Science" 
are far from satisfactory in their application to the group 
of courses given in the department that bears one of these 
names. A course in foods and cooking is, or ought to be, 
taught as a laboratory science. Sewing and home decora- 
tion are arts, because they are practical and because they 



Vol. 2, No. 1, 1917] 



Mitchell 85 



contribute to the development of the aesthetic sense. Mar- 
keting lies in the realm of pure economics. A more definite 
title for such a department would be •'Domestic Art, Sci- 
ence, and Economics," but the length of such a title will 
hardly promote its ready acceptance. This bulletin uses 
the term "Home Economics" wherever such a combination 
of courses is meant, as this title is less objectionable than 
'Domestic Science." The latter is liable to be very mis- 
leading. For example, in a department of Domestic Sci- 
ence a course may be offered in sewing and textiles and the 
girl who takes this course offers it for entrance to some col- 
lege or university as meeting the usual requirement of one 
unit in a laboratory science. She is misled by two things, 
by the term "Domestic Science" when the course she had 
was not a science at all, and by the double periods of time 
she spent in practice work, incorrectly supposing that such 
practice work was the laboratory part of a course in sci- 
ence. On the other hand, a course in foods and cooking can 
be organized and taught in such a manner that it may be 
acceptable to the University as a laboratory science. The 
Committee on Student Standing have agreed that when a 
course in foods and cooking shall measure up to the follow- 
ing standard it may be accepted as fulfilling the entrance 
requirement of one unit of a laboratory science : "A course 
in foods and cooking will be accepted as a laboratory sci- 
ence when the high school course includes a study of the 
principles and the laws of cookery applied to each prin- 
ciple and a qualitative study of our common foods; with 
notebook work so written that the results may be judged 
by the instructors of the department at the University. 
This is understood to mean a clear statement, in the form 
of a conclusion, to notes taken on each lesson. Notes on 
class work must also be incorporated in order that the 
scope and content of the course may be estimated. Not less 
than one unit of such work will be accepted — this to con- 
stitute an equivalent of 180 hours of practice work with 
two recitations per week." 

When such a course is offered and accepted as a labor- 
atory science, other courses in Home Economics will be 
accepted as elective offerings towards entrance up to three 
units. 



86 Bulletin University of New Mexico [Ed Series 

CONTENT AND AIM OF COUKSES IN HOME ECONOMICS. 

(Furnished by Associate Professor Frances Lathrop.) 

High school courses in Home Economics should have 
two definite and clear aims: (1) To give the prospective 
teacher an intelligent understanding of the fundamental 
principles of home making; (2) To give the student (a) an 
interest in the subject, (b) a fund of knowledge, (c) under- 
standing of child nature, (d) concrete teaching, (e) an 
understanding of how the work may be correlated with 
other subjects, (f ) interest in the art of home making. 

The outline suggested below is purely suggestive and 
may be enlarged or cut down to suit the facilities of the in- 
dividual school.' The book, "Equipment for Teaching Do- 
mestic Science," by Helen Kinne of Columbia University 
will prove to be of great assistance to anyone interested in 
installing the equipment of this department. It may be ob- 
tained from Whitcomb & Barrows, Boston, Mass. 

Home Economics properly begins in the Fourth Grade. 
Girls in this grade should be able to make towels, using 
baste, running stitch, turned hems, blanket stitch, chain 
stitch, and learn to run hems. 

Fifth Grade : Underlying idea — helpfulness in the home. 
Care should be given to the acquisition of neatness and ac- 
curacy in all work, and to the corect position of body, tools, 
and work. Care of material, clothing, and tools. Sixty 
minutes a week given to this work. 
Sixth Grade : 

(A) Sewing. Economy in work is the important phase 
in this grade. Knowledge of machinery in the home. Use 
of sewing machine. Make cooking apron. Practice on 
straight seams. Sixty minutes per week. 

(B) Cooking. Study of equipment, Use of each article. 
Dish washing. Study of simple fruits, as apples, and of 
vegetables, as potatoes, and of simple cereals, as rice, oat- 
meal, cream of wheat. The cooking of starchy foods. Nine- 
ty minutes per w r eek. 

Seventh Grade : 

Mnety-minute periods three times per week are advised. 

(A) Sewing. Review of stitches, making of napkins, use 
of napier hem, making of buttonholes, patching, making 
felled and French seams. 



vol. 2. no. i, 1917] Mitchell 87 

(B) Cooking-. Albumen and its sources. Effects of heat 
and cold upon it, Cooking of eggs and meats. Soups made 
from meats. Use of eggs and milk combined — custards. 
Making of quick breads and batters. 
Eighth Grade: 

Ninety-minute periods three times a week are advised. 

(A) Sewing. 1. Making of tailored shirtwaist. 

( a ) Study of samples of goods. 

(b) Drafting a pattern. 

(c) Designing the waist. 

2. Study of woolen materials, prices ,etc. 

3. Drafting pattern for woolen skirt, cut- 
ting pattern, fitting, and making skirt. 

4. Repairing by patching and darning. 

5. Study of the cost of clothes, 

6. House furnishings and cost. 

(B) Cooking. The making of doughs, baking powder 
biscuits, simple cakes, bread (first lessons), simple salads, 
and the cooking of vegetables. 

HOME ECONOMICS COURSE IN HIGH SCHOOL. 

It is suggested that the curriculum include : 
Ninth Grade, first semester : 

Biology, y 2 unit: Hand Sewing, y 2 unit. 
Second semester : 

Free Hand Drawing or Science, at least y 2 unit. Foods 
and Cookery, y 2 unit. 
Tenth Grade, first semester : 

Foods and Cookery, y 2 unit. 
Second semester : 

Physiology, y 2 unit : Personal Hygiene and Home Nurs- 
ing, y 2 unit. 
Eleventh Grade, first semester : 

Physics, y 2 unit : Dressmaking, y 2 unit. 
Second semester : 

Physics, y 2 unit : The House, y 2 unit, 

Twelfth Grade, first semester : 

Chemistry, y 2 unit: Care and Selection of Clothing, y 2 
unit. 
Second semester : 

Chemistry, y 2 unit : Elementary Dietetics and Serving 
of Meals, y 2 unit. 



88 Bulletin University of New Mexico [Ed Series 

Note. — Where it is desired to offer three years' work in 
Home Economics, it is suggested that the work be about 
equally divided among Sewing and Textiles, Foods and 
Cooking, and Home Making. Suggestive courses in each 
are given below. 

Sewing. 

This course includes : Preparation for work, position at 
desk or table, utensils and their use. Study of cotton and 
wool, warp and woof. Darning, basting, running stitch, 
back stitch, over-casting, hem, eyelets, mitred corner. This 
problem is illustrated by making a work bag. French hem, 
French fell seams, French seams, hemming stitch, hem 
stitching, muslin ruffle, gathering buttonholes. Problem II, 
Corset Cover. Take measure, test pattern, draft one, cut, 
and make. Problem III, Towel, feather stitch, blanket 
stitch, chain stitch. And so forth. 

Foods and Cooking. 

Such a course would naturally include : 

1. Study of equipment and tools. 

2. Cleaning agents. 

3. Starches — potato, corn, cereals, effect of moist and 
dry heat. 

4. Baking powder and leavening- agents. 

5. Doughs, drop and pour batters, baking powder bis- 
cuits. 

G. Yeasts. 

7. Flours and bread making, rolls, Dutch apple cake. 

8. Eggs and protein food. Tests for freshness, preserva- 
tion, effect of heat, digestion of eggs, value as a food, cook- 
ing of eggs, as scrambled, poached, omelet. 

9. Milk. Composition, value as a. food, care of, etc. 

10. Eggs and milk combined. Custards and puddings. 

11. Cheese. Kinds, Welsh rarebit, cheese fondue, etc. 

12. Meat. Composition, digestibility, value as a food, 
effect of heat, different forms of cooking meat, pan-broiled 
steak, meat loaf with tomato sauce, Hamburg steak, beef 
stews, cuts of beef (a) tender and expensive, (b) cheaper 
and tough. Cooking of veal, mutton, and pork. 

13. Vegetables. Classes, value as food, suitability with 
meats, cooking of creamed carrots, creamed onions, spinach 
— value as food, scalloped tomatoes, soups, scalloped rice. 

14. The Lunch Box. Equipment, planning, packing. 



Vol. 2, No. 1, 1917] 



Mitchell 89 



15. Cakes. Sponge and butter cakes and their differ- 
ence. 

School and Home. 

Such a course would naturally include: 

1. Care of health. Sanitary conditions in home and 
school, ventilation, lighting, heating, drinking water — its 
source, composition, value in diet. 

2. Home and school furnishing. Draperies, wall cover- 
ings, furniture, pictures, 

3. Physical efficiency. Food — Kind, preparation, habits 
of eating. Clothing — Choice, style, care of. Care of body — 
Postures, care of skin, hair, teeth. 

EQUIPMENT FOR HOME ECONOMICS. 
1. Individual Equipment. 

Multiply this by number of pupils that may be accommodated in one 
section of the class. 

Desks with bread and cake boards. 
1 Gas or other burner. 1 Kitchen knife. 

1 Rolling pin, size 7% inch. 1 Kitchen fork. 

1 3 " by 5 " bread pan. 1 Wooden spoon. 

1 Custard cup, white lined. 1 Egg whisk. 

1 Granite mixing bowl. 1 Wire sieve. 

1 6" granite utensil plate. 1 Steel skillet (small). 

1 Paring knife. 1 Sauce pan with cover (aluminum). 

1 Tablespoon. 1 Glass measuring cup. 

2 Teaspoons. 1 Tin measuring cup. 

II. Class Equipment. 

1 Refrigerator. 12 Cups and saucers. 

1 Tea kettle. 12 Plates 

1 Food chopper. 1 Granite coffee pot or percolator. 

1 Granite kettle, 3 qts. 1 Granite tea pot. 

1 Large steel skillet. 1 Nutmeg grater. 

2 Granite sauce pans with covers. 1 Double boiler (pt.). 
2 Granite mixing bowls, 2 qt. size. 1 Double boiler (qt.). 
1 Can opener. 5 Dish pans. 

1 Covered garbage can. 5 Rinsing pans. 

4 Muffin pans 9 holes). 1 Lemon squeezer. 

4 Square cake tins. 1 Potato masher. 

1 Round cake tin. 1 Chopping bowl and knife. 

1 Good range, coal, wood, gas, or electric. 

TEXT AND REFERENCE BOOKS. 

Cooley: Domestic Art in Woman's Education (Whitcomb & Barrows, 
Boston); Kinne and Cooley: Shelter and Clothing (Whitcomb and Bar- 
rows, Boston); Woolman: Sewing Course for Schools, Text (Whitcomb & 
Barrows, Boston); University of Illinois Bulletin 24, Feb. '14: Syllabus 
of Domestic Science and Art for the High School (University of Illinois, 



90 Bulletin University of New Mexico [Ed Series 

Urbana, 111.); Bevier: Tlie House; Its Plans, Decorations and Care (Am. 
School of Home Economics, Chicago); Terrill: Household Management 
(Am. School of Home Economics, Chicago); Johnson: Domestic Science 
for Schools and Homes (Burton Pub. Co., Kansas City); Patton: Home 
and School Sewing (Whitcomb & Barnes, Boston); Kinne: Equipment for 
Teaching Domestic Science (Whitcomb & Barnes) ; Kinne and Cooley: 
Food and Household Management (Whitcomb & Barnes); Chambers: 
Principles of Food Preparation (Boston Cooking School Pub. Co.) ; Par- 
loa: Home Economics (Whitcomb & Barnes); Williams and Fisher: Ele- 
ments of the Theory and Practice of Cooking (Macmillan) ; Farmer: The 
Boston Cooking School Cook Book (Little, Brown & Co.); Hill: Practical 
Cooking and Serving (Doubleday, Page & Co.) ;Farmers' Bulletins pub- 
lished by the U. S. Department of Agriculture, Washington, D. C. (dis- 
tributed free). 

3. Commercial Subjects, 1-4 units. 

Electives from this group up to the maximum amount of 
four units may be offered by graduates of accredited high 
schools towards entrance to the University. But Spelling, 
Penmanship, and Typewriting can not be accepted as meet- 
ing any portion of the University entrance requirements. 
It will be noticed that any student who completes the four- 
year course outlined below can enter the University only 
conditionally. He will lack Plane Geometry and a labor- 
atory science. However, students who take four full years 
in the commercial department of a high school are looking 
forward to an office position rather than to a college 
course. With a little planning and foresight it is an easy 
matter for any student who expects to attend the Univer- 
sity to plan his course in such a way that he can enter the 
University unconditionally and at the same time complete 
a fairly large number of courses in commercial branches. 

SUGGESTIONS FOR COMMERCIAL TRAINING IN HIGH SCHOOLS. 

(Furnished by P. E. Leavenworth, sometime Instructor 
in Albuquerque High School. ) 

The primary purpose of the commercial course in high 
schools should be to fit the pupil for office work under the 
requirements of careful business men rather than to em- 
phasize any line of mental training. The following sug- 
gestions are given from this point of view. 

The most thorough and practical course is the combined 
bookkeeping and stenographic course, two years being of- 
fered in each of the major subjects, bookkeeping and sten- 
ography. Bookkeeping should be offered during the first 



vol. 2, no. i, 1917] Mitchell 91 

two years and stenography dnring the third and fourth 
years. Four years of English should be required, two years 
of mathematics (including commercial arithmetic), and 
two years of science. Economics or commercial geography, 
and commercial law should be offered during the third 
year. American history and civics should be given during 
the fourth year. Penmanship and spelling at graduation 
should satisfy the requirements of careful business. 

Care should be taken to make the instruction in these 
subjects as practical as possible, avoiding undue emphasis 
of theory. The first year of bookkeeping should deal with 
the use of the journal, cash book, sales book, invoice book, 
and ledger; and the use of negotiable paper and business 
forms. The second year may be varied to suit local bus- 
iness conditions, placing emphasis upon wholesale account- 
ing, corporation accounting, and banking. Commercial 
arithmetic should deal almost entirely with the fundament- 
al operations, great emphasis being placed upon rapid cal- 
culation in adding, subtracting, multiplying, and in han- 
dling fractions. Commercial law should be confined to the 
laws governing negotiable paper and a thorough under- 
standing of contracts. Penmanship requirements for bus- 
iness are legibility, facility, and rapidity — muscular or 
arm movement being emphasized. The subject of stenog- 
raphy includes both shorthand and typewriting and each 
requires two years as outlined in this course. The first year 
of shorthand should be devoted to the principles of the sys- 
tem with light dictation occasionally, taking up regular 
amanuensis and office practice work the second year. The 
first year of typewriting should be spent in learning the 
keyboard and the arrangement of various business forms 
on the page. More emphasis should be placed on learning 
the touch method than on the amount of work done. The 
pupil should be able to write at the rate of forty words a 
minute from printed matter at the end of the second year. 

Schools having only two years of high school work may 
well divide the above outlined course, offering either book- 
keeping or stenography and as much of the other commer- 
cial work as the pupil finds time for. 

Schools having only one year of high school work would 
probably find it better not to offer stenography but may 
offer first year of bookkeeping, typewriting, etc. 



92 Bulletin University of New Mexico [Ed - Series 

No other equipment would be necessary for bookkeeping- 
work than large flat top desks with bookshelf. Ordinary 
desks or tables might be used. For the stenography class 
one typewriter would be necessary for each group of four 
pupils ; also one filing cabinet, one mimeograph or neostyle, 
and one letter press should be included in the equipment. 
This material may be obtained from any local furniture or 
stationery dealer except the typewriters, which are handled 
by the following companies, with headquarters at Denver 
and El Paso : 

L. C. Smith & Bros. Typewriter Co. 
Remington Typewriter Co. 
Underwood Typewriter Co. 
Boyal Typewriter Co. 
Fox Typewriter Co. 
Oliver Typewriter Co. 

TEXT OR REFERENCE BOOKS. 

A. Pitman Shorthand. — Phonographic Amanuensis (Phonographic 
Institute, Cincinnati, O.) ; Phonographic Dictionary (Phonographic Insti- 
tute, Cincinnati, O.) ; Reporter's Companion (Phonographic Institute, Cin- 
cinnati, O.) ; Progressive Dictation Exercises (Phonographic Institute, 
Cincinnati, 0.) ; Universal Manual and Dictation Course (L. W. Musick 
Pub. Co., St. Louis) ; Dement 's Dictators (Dement Pub. Co., Chicago, 111.) ; 
Eldridge's Dictation Exercises (Am. Bk. Co., Chicago, 111.); Brief Course 
in Shorthand (Barnes Pub. Co., St. Louis, Mo.). 

B. Gregg Shorthand. — Gregg Manual (Gregg Pub. Co., Chicago, 111.); 
Gregg Penmanship (Gregg Pub. Co., Chicago, 111.) ; Gregg Speed Practice 
(Gregg Pub. Co., Chicago, 111.); Gregg Dictation Practice (Gregg Pub. 
Co., Chicago, 111.); Gregg Reporter (Gregg Pub. Co., Chicago, 111.); Gregg 
Dictionary (Gregg Pub. Co., Chicago, 111.); Gregg Phrase Book (Gregg 
Pub. Co., Chicago, 111.); Gregg Graded Dictation (Gregg Pub. Co., Chi- 
cago, 111.). 

C. Bookkeeping. — Williams and Rogers (Am. Bk. Co., Chicago, 111.) ; 
Sadler Rowe (Sadler Rowe Pub. Co., Baltimore, Md.) ; Twentieth Cen- 
tury (Southwestern Pub. Co., Cincinnati, O.) ; Moore and Minor (Ginn & 
Co., Chicago, 111.) ; Principles of Bookkeeping and Farm Accounting (A. 
N. Palmer Co., Cedar Rapids, la.) ; Household Accounting (A. N. Palmer 
Co., Cedar Rapids, la.). 

4. Manual Training, y 2 -2 units. (Furnished by Associ- 
ate Professor A. K. Leupold. ) 

The course should consist partly of lectures and recita- 
tions, but the greater part should consist of practice work, 
to which two or more consecutive periods should be given. 
The student should early learn the use and care of various 
tools used by the wood-bench worker. The course should 
consist of exercises in laying out work in the proper man- 



vol. 2, no. i, 1917] Mitchell 93 

ner and using- the tools and operations which are employed 
most frequently. After considerable skill in the use of tools 
has been acquired the work should proceed to the more 
complicated operations as the student progresses in skill. 
The student should become proficient in sawing and planing 
and in all the operations of the woodworker. The exercises, 
as far as possible, should be given to the making of prac- 
tical things so as to enlist the interest of the student. 

When it is practicable to add a second and third course 
this work should consist of woodturning and pattern mak- 
ing. 

EQUIPMENT FOR THE FIRST COURSE IN WOOD WORK. 

I. Individual Tools (One set for each bench). 

1# Jack plane, 14 " long, 2 " bit. 

1 22 " panel saw. 

1 6 " try square. 

1 Marking gauge. 

1 Two-foot rule. 

1 Mallet. 

1 % " Chisel (firmer socket). 

1 % " Chisel (firmer socket). 

1 4 " Screw driver. 

1 Bench brush. 

II. General Tools (One set for classes up to 20 students). 

3 Smooth planes, 7 " or 8 " , 1% " bit. 

2 Block planes 6 " long. 

1 Jointer plane 22 " long. 

1 8 " Draw knife. 

4 Hand scrapers. 

2 Back saws. 

3 Rip saws, 6 point, 22 " long. 

2 Coping saws. 
1 Compass saw. 

1 Complete set of firmer socket chisels (13). 

3 Each % " , V2 " , and 1 " gouges. 

2 Each half round bastard files, 10 " half round cabinet files. 

3 Bracket braces, 10 " swing. 
6 % " Auger bits. 

1 Complete set of auger bits (13) by sixteenths. 
8 Gimlet bits, % to % " in size. 

2 Screw driver bits. 

2 Screw drivers, 6 " and 8 " . 

1 Mortise gauge. 
6 Claw hammers. 
6 Nail sets. 

3 Framing squares. 

2 Bevel squares. 

3 12 " screw drivers. 



94 Bulletin University of New Mexico [Ed Series 

3 6 " dividers. 

2 Brad awls. 

2 Oil stones, 8 by 2 by 1. Carborundum or Pike India. 

2 Small oilers. 



III. Department tools. 


• 6 


Hand screws, 6 " . 


4 


Steel bar clamps, 36 " . 


1 


Saw clamp. 


6 


Taper files (3 cornered). 


1 


Saw set. 


1 


File card and brush. 


2 


Pairs pliers. 


1 


Set 3-16 " steel figures. 


1 


Set stencils, figures, and letters. 



EQUIPMENT FOR COURSE IN WOOD TURNING. 

For each lathe set: 

A speed lathe with 12 " swing, turning 36 " between centers. 

4 Skew chisels % " to 1 " . 

4 Gouges Yi " to 1 " . 

1 Parting tool. 

1 Oiler. 

1 Oil stone. 

1 Pair outside calipers 6 " . 

1 Pair dividers 6 " . 

1 Pair inside calipers 6 " . 

1 Combination square 12 " with centerhead detachment. 
A course earning y 2 to 3-5 unit should consist of 18 weeks' work of 
three two-hour periods in the shop and some outside reading. 
Textbook recommended: Ross: Woodturning. 

HIGH SCHOOL REFERENCE LIBRARY ON MANUAL ARTS. 

Ross: Woodturning (Ginn); Wheeler: Woodwork for Beginners (Put- 
nam); Goss: Benchwork in Wood (Ginn); Grifiith: Essentials in Wood- 
working (Manual Art Press, Peoria); King: Elements of Woodwork (Am. 
Bk. Co.); King: Elements of Construction (Am. Bk. Co.); King: Inside 
Finishing (Am. Bk. Co.); King: Handbook for Teachers (Am. Bk. Co.); 
Smith: Principles of Machine Work (Industrial Educ. Bk. Co., Boston); 
Smith: Advanced Machine Work (Industrial Educ. Bk. Co., Boston); 
Ilgen: Forge Work (Am. Bk. Co.). 

MECHANICAL DRAWING. 

A course in Mechanical Drawing should represent work 
both in class and at home. The course should be divided as 
follows: Lettering and use of instruments, orthographic 
projection, isometric and oblique projective, and perspect- 
ive drawing. Drawing should be made from plate specifica- 
tions and also from actual machine parts. For 3-5 unit, six 
hours' time should be spent in classroom work exclusive of 



vol. 2. no. i. 1917] Mitchell 95 

the plates to be done at home. Textbook recommended: H. 
W. Miller: Mechanical Drafting, and also his plate spec- 
ifications. 

EQUIPMENT FOR MECHANICAL DRAWING. 

The school should provide drawing desks or tables and drawing 
boards for the class. Each student furnishes his own paper and instru- 
ments as follows: 

Large compasses (ink and pencil combination). 

Large dividers. 

Ruling pens (one or two). 

1 lettering pen. 

Bow pencil, bow pen, bow dividers. 

2 triangles (6 " -45), (6 " -30-60). 
1 24 " Tee square. 

Drawing ink. 

Drawing pencils, 3H, 4H, 6H, 

Thumb tacks, erasers, art gum, sand paper. 

1 architect's scale 12 " . 

1 protractor. 

12 " xl9 " paper is recommended, the finished plates being 12 " xl8 " . 

For home plates, 8% " xll " paper. Crane's Jap Linen recommended. 

HIGH SCHOOL REFERENCE LIBRARY ON DRAWING. 

(Furnished by Professor A. W. Wand.) 
Harper: Practical Handbook of Drawing; Everett and Lawrence 
Freehand and Perspective Drawing; Barnes: Elementary Drawing; Cross 
key: Elementary Perspective; Crosskey and Thaw: Advanced Perspect 
ive; Wilson: Freehand Perspective; Rawson: Manual of Drawing; Fred 
erick: Simplified Mechanical Perspective; Randall: Shades and Shadows 
Walker: Handbook of Drawing; Turill: Elementary Course in Perspect 
ive; Havey: Pencil Sketching; Leland: Drawing and Designing; Mac 
Cord: Mechanical Drawing; Reinhardt: The Technic of Mechanical Draw 
ing; Miller: Mechanical Drafting. 

Music, y 2 -2 units. 

Inasmuch as Music is one of the few subjects now offered 
in high schools that develop the aesthetic sense, the Fac- 
ulty of the University have voted to encourage its study by 
accepting it towards entrance to the University. Since 
courses in Music in high schools are not yet standardized 
it will be necessary for students who offer Music for en- 
trance to stand examination in this subject in order to se- 
cure credit towards entrance. A maximum of one unit will 
be allowed candidates who meet the standards set below in 
the Theory of Music and a maximum of one unit will like- 
wise be allowed whenever candidates meet the standard in 
Voice or Instrument, as described below. 



96 Bulletin University of New Mexico [Ed Series 

1. Elements of Composition; Harmony and Structure. 
— One-half to one unit. Harmonic series. Intervals. Erec- 
tion of the three primary triads. Root positions and doub- 
ling- in major. Formation of scales. Relations of scale con- 
stituents to root and their tendencies. Consonance and 
dissonance. Chord connection in four parts. Harmonizing 
of melodies. Elements of melodic construction; cadence; 
phrase and double phrase. Minor mode. Secondary triads 
and their use. Other sevenths (within the key). Suspen- 
sion and retardation. Modulation (simple). Anticipation 
and embellishment. 

2. Instrumentation and Vocal Technique.— One-half to 
one unit. Ability to perform with satisfactory technique 
and intelligent interpretation one or more numbers in one 
of the following sections : 

(a) Pianoforte; Bach; "Well-Tempered Clavichord," 
Prelude or Fugue; 2 and 3 part inventions; Mozart or 
Beethoven ; a sonata ; Chopin ; study, nocturne or prelude 
of moderate difficulty. 

(b) Violin : Bach, Handel, Mozart, Beethoven ; a sonata ; 
Rhode. Fiorillo; a study of moderate difficulty; Viotti, 
Spohr ; a concerto. 

(c) Orchestral instruments; Similar ability to perform 
on any orchestral instrument. 

(d) Voice; Bach, Mozart, Schubert, Schumann, Brahms, 
Franz, Wagner ; songs ; or an aria by an old Italian master. 

SUGGESTED LIST OF BOOKS ON MUSIC FOR HIGH SCHOOL 
REFERENCE LIBRARY. 

(Furnished by Associate Professor E. Stanley Seder.) 
Pratt: History of Music; Hamilton: Outline of the History of Music; 
Parry: Evolution of the Art of Music; Mason: Beethoven and His Fore- 
runners; Mason: The Romantic Composers; Mason: From Grieg to 
Brahms; Mason: Orchestral Instruments and What They Do; Krehbiel: 
Studies in the Wagnerian Drama; Mason: Opera Stories; Pauer: Musical 
Form; Upton: The Standard Operas; Upton: The Standard Symphonies; 
Upton: The Standard Oratorios; Elson: The National Music of America 
and Its Sources; Mees: Choirs and Choral Music; Henderson: Richard 
Wagner, His Life and His Work; Huneker: Chopin, The Man and His 
WoTk; Grove: Dictionary of Music and Musicians (5 volumes); Hender- 
son: The Orchestra and Orchestral Music. 



